Elementary Education Formal Observation Form

Junior/Senior Intern

Student:Elise Saenger-Heyl Observer: April Bartley Grade: 4

Date: 11/8/17 Time: 11:10 Subject: Social Studies

1. Classroom Climate/Culture - Student Behavior

YES NO
Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Comments: Reminded of expectations when needed, waited on students to show appropriate behavior. Think of a motion,
signal, or way to regain attention when needed, praise students who are following expectations

2. Instruction - Instructional Time

Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Comments: Had groups pre-determined, students quickly and easily moved into their groups, had sheets ready for first
activity, had articles and note sheets ready for jigsaw, moved along quickly through lesson to get to all parts

3. Instruction - Instructional Planning and Presentation

Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Comments: Began by reviewing what a constitution is, engaging activity to ask about a class with no rules which led into
discussion of needed rules and the North Carolina Constitution. Had students work on reading article and writing facts
based on their section of the NC Constitution, groups shared facts which you wrote on the SmartBoard for students to copy
in the remaining sections of their organizers. You explained how to perform a tableau, modeled and had students practice
with you doing a class tableau, then worked in groups to create a group tableau about the North Carolina Constitution

4. Instruction - Instructional Monitoring

Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Comments: Circulated as groups worked on first activity, motivating them to quickly get to work and listening to their
conversations, asked questions to help students think about the material they were reading, spoke with groups about
working together

5. Impact on Student Learning - Facilitating Instruction

Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Comments: Students wrote learning objective to begin the class, adjusted based on student responses and asked guiding
questions

6. Evaluation/Assessment - Instructional Feedback

Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments: Asked probing questions to have students further explain their thoughts, had guiding questions to help steer
students back on track when they strayed, praised correct answers and repeated what students said, asked guiding
questions to help students think about what to write down for jigsaw activity Is there information about how the
government
Strengths: Areas on which to focus:
Began with students copying learning goal which you had Think about a way to gain student attention when needed-
displayed on the SmartBoard hand signal? Sound? Maybe a countdown for when to get
Explained first activity students would do in their groups quiet?- this can also help to save time
before students moved It may help to show the article with highlighting under the
Had groups pre-determined and projected within doc cam as you explain about reading only highlighted
Powerpoint on the SmartBoard section, then show the notes sheet that students will fill out
While students worked on first task, you asked, Would it after reading the article as a group- you could show where
be easy to work in a class with no rules?- directed their to put their notes for their group and how they will fill out
thinking about the necessity of rules the other sections as other groups share- as groups share,
Paused to wait for students to show attention point to the section of the notes sheet in which students
Stated behavior expectations before continuing with lesson should be writing
Asked, Can someone remind us what a constitution is? to Give the tableau purpose, transition from writing notes on
activate prior knowledge and set up what students will organizer- you could say, The tableau will help us to
learn about in the lesson remember important facts from the North Carolina
You explained that students will learn about the North Constitution. -after students perform tableau, ask why
Carolina constitution and that it went through 2 revisions certain words were chosen or how those words represent
You explained how the jigsaw activity worked with each the NC Constitution, to bring back to objective of lesson
group reading a section of the article then writing down and close
facts to share with class
As you passed out articles, had students decide who would
be the reader
Had papers highlighted for which paragraph each group
should read
Nice job working with a group to help them put down
pencils and listen while one read- It looks like you all need
to put down pencils and listen while one person reads.
Encouraged group to work together
Gave time reminders to have work finished
You praised students for showing readiness to move on!
You wrote in the Powerpoint, facts that students shared
from reading their section of the article, which was
projected for all to see, students copied notes onto their
graphic organizers
You asked probing questions to add to what students
shared, Does anyone know what the legislative branch
does?, Could all white people vote before the 1886
revision? What were the two requirements for white people
to vote?
Had students refer to article if they needed help
What does it mean to be illiterate?- explained unfamiliar
words
Stopped the class so that you could hear student who was
sharing
Explained and showed slide describing tableau
Great idea to have all students use the same topic word for
their tableaus
Reminded of behavior expectations during tableau
performances
Great idea to just go around the room calling groups to
perform to save time from choosing groups

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes. Nice job waiting for students to show expectations before moving on- at times they needed a little more than
waiting(hand signal, sound, countdown) to get all attention at one time quickly. Consistently reminded of expectations.
Was the Teaching Behavior Focus goal achieved?
Wait time and higher order questions- You provided wait time for students to share and then copy notes and show
readiness to move on(this is tricky balancing time constraints and letting students think). They also had time to think while
talking in their groups. Asked several higher order questions!
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________

University Supervisor Signature:___________________________________ Date:______________