BAKER COLLEGE STUDENT TEACHING

FORMAL OBSERVATION FORM—STUDENT TEACHER REFLECTION #3

Student Teaching
Formal Observation
Student Teacher Reflection

Student Teacher: Brooke Kofflin UIN: 106-62589

College Supervisor: Mike McKenney
District: Michigan Center School: Keicher Elementary
Grade/s: 3rd Subject/s: writing
Cooperating
Brianne Sinden
Teacher(s):
Date: 2/12/18 Time/Class Period: 1:45-2:45
Focus of Observation: Formative Assessments and Providing Feedbacks
1) As you reflect on the lesson, to what extent were students productively engaged? What cues do
you watch for to notice whether they’re engaged?

After reflecting on the lesson, I think we started out engaged, but it quickly changed. By the need of
the lesson, I don’t think that there were many engaged within their independent practice. I would say
roughly 5% of students were engaged and on task with what they were supposed to be doing. I notice
this on the carpet when they aren’t looking at me and often times are looking at another student in
the class. They become very disruptive and that then takes 10x longer to get the mini lesson done.
During independent practice, I think that there were many students that were off task because of the
noise level. No matter how hard I tried to regroup the students during independent practice, it wasn’t
working.
2) How would you define your questioning techniques? Is it: Asking a question and calling on a
student? Asking a question and letting pairs or groups of students come up with the answer?
Expecting the students to come up with a question? Letting students write down questions for you
to answer after the lesson? Any other way?

I think I mainly use the questioning techniques of asking a question and calling on a student and
allowing students to work in pairs/groups to come up with an answer. I do allow students to ask any
questions before we leave for independent practice. However, sometimes at the end of the subject
for that day, we complete an exit ticket that allows students to ask a question to the teacher if they
still have one.
3) How did you know whether the students learned what you intended and that your instructional
goals were met?

I know whether the students learned what I intended them to by completing the exit ticket at the end
of this lesson. I also conferenced with students to make sure they are meeting the goals that are
needed daily/weekly. There were a few different formative assessments that were completed
 throughout my lesson, however I’m not sure that with the think-pair-share activity that students were
actually on task.

The focus for the next observation will be questioning techniques. How do you get students involved
through the use of questions? Do you ask questions for everyone to think about and respond to? Are
they questions with more than one answer and do you ask them to explain their answer? How often
do you ask questions and do you use the answers to guide your teaching?

Provide samples of student work on this assignment. This work should reflect the full range of
student ability in your class and include feedback you provided to the students.

Student Teacher Signature Date

Adapted from: Danielson, Charlotte and McGreal, Thomas (2009). Teacher Evaluation: To Enhance Professional Practice. ETS, Princeton, New
Jersey