EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: __6/11/17_____________ Observation Time: ____unknown__________

Teacher Observed: _Crystal Foster_https://www.youtube.com/watch?v=jzq-kuyhiqs_______

Subject/Grade Level___3rd grade math__

School Observed: _unknown_______________________Observer:___Cuma Yucel________

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known, for example, TEKS 111.4. Grade 2.b.)

Students will learn how to do math problems involving coins and money.

2-How did the teacher begin and end the lesson?

It began a whole group introduction to the first activity, using white boards and dry erase
markers, to work problems on their boards. She ended the lesson by summarizing strategies for
counting coins and wrapping up the whiteboard group activity.

3-What did the teacher use for teaching materials or instructional aids/equipment?

She used bags, markers, white-boards, and tissues, coins for student activities, and demonstrated
on a board at the front of the classroom. There was no technology use that was visible.

4-Which instructional methods and strategies did the teacher use? ( lecture, inquiry,
discovery learning, discussions, games or simulations, demonstrations, cooperative learning,
integration of technology, socrative questioning, etc)

The teacher used a question-answer format of instruction, and used demonstrations to showcase
how much different coins were worth and how they could be grouped. She also lectured for a bit
to introduce the ways in which the money could be organized. Later, she utilized cooperative
learning through the paired activity.
5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-
ended, quiz, feedback etc) See Chapter 8 for more information on assessment methods

The teacher employed an informal, oral method for assessment, and randomly called on students
to answer her questions and check to make sure every student was on track. She also went table
to table to individually watch each students progress and ask them questions orally to guide
them into the next steps.

6- What can you say about the teachers philosophy/beliefs and style?
(Traditional/progressive, behaviorist, student-centered vs. teacher centered, authoritative etc)

The teacher used a mixture of traditional and more modern styles of teaching. She used a classic
lecture approach where she showed the math problems on the board and solved them, but also
engaged in student-centered learning through asking students questions directly, walking around
to make sure everyone understood the topic, and provided opportunities for collaborative
learning. Therefore, teaching beliefs probably give students some weight in learning, but the
teacher should be the one directing it.

7-How does the teacher manage classroom? Can you identify classroom management
techniques used?

The teacher managed the classroom through asking questions randomly to make sure all students
were on task, reprimanded students who seemed to not be paying attention or following
directions, and walked across the classroom multiple times to keep all students engaged and
alert.

8-Observe in the classroom setting and determine types of behavior students play when off-
task. What do they do when they are not paying attention? How does the teacher re-direct
them or get them back on task?

The classroom is relatively small and tightly packed, and the setting seems to be very
standardized rather than engaging. When students are bored, they would look around, put their
head down, play with the materials in front of them, fidget with their hands, or talk to their
neighbor. In order to redirect them, the teacher would call on them or walk by with comment s in
order to clarify any questions and make sure students were all on track.
9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)

The teacher makes use of the space by walking throughout the classroom constantly and making
her presence felt throughout. In addition, her voice is projected loudly and clearly and she gives
verbal cues to redirect students and make particular ones focus. In addition, she would make
gestures and demonstrate physically in order to bring attention to the materials, coins, and other
learning materials.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

The classroom was considerably diverse, with students from different ethnic, cultural, and
religious backgrounds. They seemed to have pretty friendly interactions with each other but not
all of them appeared focused or motivated. In fact, many of the students had a passive attitude
and did not participate very much, demonstrating a low level of motivation, interest, or
engagement.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

If was effective for her to call on students by name and walk around to address any questions or
problems they may have. It was also effective for her to bring actual coins and white boards to
make the class more interesting and engaging, similar to an educational game. However, she was
ineffective at keeping students engaged because she would not address all students who were
uninterested and would not involve the whole classroom in an activity, resulting in them
breaking apart into conversation and boredom. Overall, the class seemed generally disinterested
and she could have played games, talked to the students, or tried different modes of instruction to
change that.

12-What are the two instructional strategies you observed and would like to apply in your
classroom?

Instructional strategies that I observed were calling on students directly to answer questions
interwoven with the lecture and demonstration. I would also like to apply the instructional
strategy of giving simple group activities that encouraged hands-on activities and collaboration
while still solving problems and grasping the necessary information.
13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

Some classroom management strategies that I observed were redirecting students through calling
on them by name and checking to make sure they were on task and clear on the instructions, and
walking around the class to individually observe each students work and progress. In addition,
the teacher was able to clearly state goals and explain methods to count money in a fast and
efficient way which was also accurate.