FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Lesson Observation Form

Student Teacher Name: Brittany Chaffin Grade: 3
Subject: Social Studies School: Penhold Elementary School

Faculty Consultant: Marlo Steed Date: Jan 25, 2018 Observation: 1

Adminisrator: Clark Peters Mentor Teacher: Sheila Johnson

Observation Notes:
Lesson Plan (preparation):
• the lesson plan was prepared

Introduction:
• Teacher provides instructions for materials for the lesson
• T: find a partner who is willing to share
• T: put hands on your head so I know you are ready to move on… (did all students put their
hands on their heads?)
• T: hands on their heads (good followup)
• Teacher calls out names who are ready (nice positive approach)
• Teacher had map on the projection device (why was that useful?)

Body/Activity:
• T: What are the regions? Hands up.. (I liked that subtle cue indicating that blurting out was
not appropriate)
• T: Also on the coast what is the major city on the coast?
• T: …by a raise of hands (I liked this cue indicating that blurting out was not appropriate)
• T: ..You could write coast (why is this important?)
• T: eyes up here…..
• T: if we were without electricity? (I thin this question begins to address higher order thinking
in Blooms taxonomy)
• students provided useful answers…
• T: someone other than… (good to get others involved)
• students seemed engaged with activity

PAGE 1 OF 3 LESSON OBSERVATION NOTES

 FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

• T: if you are not done…

• T: who can tell what another name for mountains is?
• Shows the rainbow mountains
• S: Wow!
• T: we will talk about that next week…
• T: number 6 you are going to colour pink….
• (What is the value of having students colour their maps?)
• T: your map should match mine….
• T: we talked about the few people who lived in the rainforest
• T: time to write in your agendas….

Classroom Management

Teacher Student Reaction Comment

Dillon… Dillon… Dillon….. Did that work?

Cash sit up….

Lucas…. Dillon you are Does using their names work?

talking….

put your hand…. Nice to reinforce with with they

don’t conform to the routine.

Stop talking please (used

names)

Girls up here….

Grade 3s….. Does that work?

Dillon and Carson we have

talked about talking out…..

Dillon…. Dillon…..

This is the last time I talking to Are you willing to do that?


you or you end up in the
hallway…

We are not going to have

time….

…not talking over top of nice - what is the purpose of this

others when they are talking… sidebar conversation

Grade 3s…. we are almost nice patience here ……

done…. waiting for your quiet
(pause)

PAGE 2 OF 3 LESSON OBSERVATION NOTES

 FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Closure:
• (consider coming back to the main SLO and asking them probing questions about that)

Assessment:
• observations of student work, student answers,

Summary
What went well?
• overall a good lesson
• provided cues to students so they knew when to blurt out and when not to
• modelled what you want them to do (this is so important at this age)
• effective use of the whiteboard
• used effective routines and showed good patience with classroom structure and climate -
(classroom management)
• effectively circulated to monitor student progress….
• reminded students of previous learning
• made instruction step by step (important with these students)

Things to think about.

• perhaps put the outcome on the whiteboard (in students terms) and refer to it throughout
your lesson ; geographic characteristics shape communities
• coming back to the SLO at the end of the lesson and asking students about that as a
formative assessment piece; how do geographic characteristics shape communities - this
would address Blooms taxonomy: higher order questions that go beyond recollection
• it would be cool to virtually travel to Peru with Google Earth (perhaps during another
lesson)

PAGE 3 OF 3 LESSON OBSERVATION NOTES