UCLA Center X Teacher Education Program

MS/SS Observation Form

Novice Teacher ate
!ason "a#ana Ma$ %&' ()%*
Observer Schoo+/C+ass
!e,, Share C+inton E+ementar$ Schoo+' -T. Nancy Rojas, room /%0' grade. third

TPE 1: Pedagogical Skills Observer Commentar$
1X 2igh3+eve+ tas4s
Communit$ circ+es
X Thin435air3share
"6L chart
11 Conce5t ma5
X 6ord ban4
Se+,3re,+ection/Peer ,eedbac4
X Mu+ti5+e moda+ities 7inc+8 non3verba+9
Other
TPE 2: Monitoring Student Learning
X Chec4ing ,or understanding
X As4ing : ans#ering re+evant ;uestions
Other
TPE 3: Use of Assessments
Use o, criteria/rubric
Ta4ing ,orma+ assessment
Com5+eting 5ro<ects
Student 5resentations
X 6or4sheet
TPE 4: Making Content Accessile
X Accessing 5rior 4no#+edge
1X1 =e,erencing +ived E>5eriences
1X Sca,,o+ding
Other
TPE !: Student Engagement
X Student 5artici5ation
X Cu+tura++$ re+evant materia+s
Other
TPE ": #e$elo%mentall& A%%ro%riate
i,,erentiation
X Use o, media : techno+og$
Other
TPE ': Teac(ing Englis( Learners
X SA?E methodo+og$
X Academic vocabu+ar$
Other
TPE ): Learning Aout Students
Communit$ bui+ding activities
Other
TPE *: +nstructional Planning
X Lesson 5+ans
Agenda communicated to students
Other
TPE 1,: +nstructional Time
Starting and ending c+ass
1 Transitions
Other
TPE 11: Social En$ironment
X ?nviting and c+ean@ sa,e
X Student #or4 dis5+a$ed
X Caring environment
Other
TPE 12: Professional- Legal- . Et(ical
X C+assroom management
X Teacher s5eech. c+ear' 5ace' #arm' tone
Other
TPE 13: Professional /ro0t(
TEP 5ort,o+io
ai+$ re,+ections
Other
1ser$ation 2ocus: Social Studies: 3ational Landmarks
A.&B Students seated8 T at the ,ront8 T. good morning class8 T e>5+ains #hat the$ #i++ do and that toda$ the
c+assroom #i++ be trans,ormed into a museum8 T has sts to raise their hands i, the$ have been to a museum be,ore8 T
as4s ,or a vo+unteer to te++ about #hat is a museum8
A.&C T ca++s on numerous sts to te++ #hat museums are #hat museums have8 Sts vo+unteer +ots o, ideas' most+$
natura+ histor$ stu,,8 T reca5s and te++s that toda$Ds museum #i++ be about art8 This #as a nice #a$ to begin the +esson
having the students ta5 into their 5rior 4no#+edge and share their ideas8 This cou+d have been a good o55ortunit$ ,or a
;uic4 5air share8
A.&0 T as4s #hat t$5e o, behavior do museums e>5ect8 Sts share good ideas8 T 5oints to a 5oster he made #ith
Museum =u+es8 2e reads them #ith the students and then e>5+ains each ru+e8
A.&A T reads' ta4e notes at ever$ e>hibit and then as4s them i, the$ 4no# #hat the #ord e>hibit is8 2e te++s them
to ta+4 #ith their neighbor about #hat the #ord e>hibit is8 Sts ta+4ing #e++ #ith 5artners8 -reat8
%).)) T #a+4ing around and as4s sts #hat the$ thin4 an e>hibit is8 T ca++s on sts b$ name ,or their ideas and then
he re5eats their ideas8
%).)% T at the ,ront and sho#s a 5oster ,or vocabu+ar$ #ords8 2e has ever$one read it #ith him8 Nice use o, co+or
on the 5osters8 T e>5+ains e>hibit8 Then teacher goes bac4 to the ru+es 5oster and reads number &8 These seem +i4e
directions ,or the activit$ mi>ed in #ith the ru+es8
%).)( T as4s #h$ the$ need to ,o++o# these ru+es8 Sts have +ots o, hands in air and share good ideas ,or #h$ the$
shou+d not run or eat ,ood at the museum8 T has ver$ good 5resence and voice8 Sts are a++ si+ent+$ +istening and
5artici5ating ver$ #e++8
%).)E T ,inishes discussing the ru+es and then e>5+ains that each e>hibit has a theme and he te++s them their theme
is national landmarks8 2e te++s them that based on the 5ictures that the$ sa#' ta+4 #ith their 5artner about #hat the$
thin4 nationa+ +andmar4s are8 This is great to do based on images the$ sa# because images are o,ten o5en to
inter5retation so students have an o5en3ended 5rom5t to discuss8
%).)* T #a+4s around as students are 5air sharing8
%).)& T. class, class8 Sts: yes, yes8 T e>5+ains that nationa+ +andmar4s are t#o #ords8 T. what do we think this
means? Sts share some ideas about ,inding ,ossi+s and one student sa$s the de,inition that is 5osted on the #a++8
%).)B T then reads the de,inition ,rom the 5oster on the #a++8 T e>5+ains that there are * nationa+ +andmar4s the$
#i++ +earn about toda$8 T e>5+ains #hat the$ #i++ do8 T. what do you need to get in to a museum? Do you think we will
need a ticket to get into to todays museum?
%).)C T sho#s the tic4et the$ #i++ use toda$8 2e 5ro<ects it on the #a++ #ith the E+mo8 T demonstrates #hat to
#rite and ho# to #rite it8 Sts are e>cited8
%).)0 T sho#s a 5ainting o, the Arch to the students and as4s #hat t$5e o, art it is8 T e>5+ains #hat #i++ be at each
e>hibit and sho#s the 5ictures and in,ormation ,or the -ate#a$ Arch8 T reads the te>t #ith the c+ass as it is 5ro<ected
on the #a++8 T +eaves sts to 4ee5 reading #ithout him ,or 5art8 For me this #as a +itt+e con,using #ith the idea o, art and
the idea o, nationa+ +andmar4s8 Since these #ere both ne# conce5ts ,or the students' it might have been best to ,ocus on
one or the other8 Later $ou can have them create art about the di,,erent +andmar4s' a,ter the$ understand the conce5t o,
nationa+ +andmar4s8
%).%) T e>5+ains there is a +itt+e star 7asteris4s9 ne>t to one #ord8 2e e>5+ains #hat he did to +earn the meaning o,
one o, the #ords8
%).%% T mode+s #hat to #rite8 2e #rites about the -ate#a$ Arch8 Not rea+ c+ear about #hat in,ormation $ou #ant8
T. I might write names of people8 T e>5+ains that the$ #i++ go to the e>hibit' #rite the name o, the nationa+ +andmar4
and then some notes about it8 2e te++s the$ #i++ determine #h$ it is im5ortant8 Why did the US government lael them
as national landmarks, ecause they are important!
%).%E T e>5+ains that the$ #i++ have %) minutes at each e>hibit8 One 5erson #i++ read and then the$ #i++ have &
mins8 to #rite notes or dra#8 T. the most important thing is to take notes aout why it is important!
%).%* T te++s them to o5en the mani+a enve+o5e at their tab+e8 Those are their tic4ets8 Sts getting their tic4ets8
%).%& T and -T send some sts to di,,erent tab+es8 T te++s them that be,ore the$ do an$thing' #ho can te++ him #hat
the$ #i++ be doing at the di,,erent e>hibits8 -reat chec4ing ,or understanding8
%).%B T ca++ing on sts b$ name to te++ #hat are the things the$ #i++ do8 T as4s #hat the$ #i++ 5ut on their notes8 Sts
ans#ering #ith the di,,erent things the$ #i++ do8
%).%C T te++s them to go over the museum ru+es one more time8 2e has them read the B ru+es #ith him8 T and -T
,+i5 over their art 5iece #ith C descri5tions so ever$one gets their o#n descri5tion8
%).%0 T te++s them that one 5erson ,rom ever$ grou5 #i++ read it8 T and -T #a+4ing around and he+5ing grou5s get
going8
%).(E T gives them a & minute #arning and te++s them the$ shou+d be ta4ing notes about #hat is this nationa+
+andmar4 and #h$ is it im5ortant ,or the United States8 T and -T #a+4ing around' sts si+ent' no ta+4ing ha55ening8 ?
#onder i, $ou cou+d have encouraged more co++aboration8 Perha5s b$ assigning ro+es to ever$one in the grou5 the$
cou+d have ta+4ed more and discussed the e>hibit8 Sts ended u5 doing this individua++$ and ;uiet+$8
%).(C Some #his5ering is ha55ening and T and -T #a+4ing around ta+4ing #ith grou5s8 Not much attention is
being 5aid to the art e>hibit8
%).(0 Timer sounds8 T. so you are going to leave the art pieces there and these 7sho#s the artic+e98 "he only thing
you will take is your ticket and your pencil! T te++s them to stand and #ait8 Then he te++s them ho# to shi,t to the ne>t
e>hibit at the museum8 This is a +esson more about 5u++ing in,ormation ,rom an in,ormationa+ te>t than observing in a
museum8 The c+assroom management is good8
%).E) Sts at their second e>hibit and reading8 T he+5s some grou5s decide #ho #i++ read8 -rou5 at the Chicago /ean as4 about the art and mention that it is tin,oi+8
These sts s5ending time <ust deciding #ho #i++ read8 St. you guys we are wasting time, who is going to read, #ust go someody!
%).E% Fina++$ one gir+ decides to read at that tab+e8 Another grou5 at the 6atts To#ers having di,,icu+t$8 -T te++s them to read the ru+es8
%).EE No# a++ tab+es are ;uiet and doing individua+ #or48 A++ sts are engaged and #riting8 C+assroom is si+ent8
%).E* T te++s them that no# the$ shou+d be ta4ing notes and thin4 about #h$ this is im5ortant to the United States' #hat does it mean' #hat does it re5resentF
%).EB Sts #his5ering and #riting8 Most #or4ing inde5endent+$8 The conce5t o, an art museum is a +itt+e con,using since at the same time the$ #ere +earning about
nationa+ +andmar4s8 This cou+d have been discussed or changed ,or more c+arit$8 Perha5s the$ cou+d have 5retended to drive to these +ocations and <ust have the 5icture at
each center8 Or to em5hasiGe more the art museum' $ou cou+d have had them ans#er ;uestions about the art 5iece8 Perha5s the tas4 cou+d have been to read about the
nationa+ +andmar4 and then discuss the art 5iece in order to #rite their revie# o, the art #or48 This #as t#o di,,erent things that cou+d have used more c+arit$8
%).EA Phone rings8 Sts ta+4ing a +itt+e more8
%).*) T te++s sts that that is the end o, that e>hibit and he te++s them to ta4e their 5enci+ and tic4et and move ;uiet+$ to the ne>t e>hibit8 Sts move and ta+4ing a +itt+e
more no#8 T shushing sts' -T reminds them about ru+e H( to read ;uiet+$8 Phone rings again8
%).*% Sts reading at their ne# e>hibits8 The te>t #ith each e>hibit seems deve+o5menta++$ a55ro5riate in their IP' some di,,icu+t #ords' but the$ seemed to be ab+e
to read it8 Not sure about #hat the$ #ere understanding8 This is #here discussion #ou+d have been he+5,u+8
%).** T ta+4s #ith grou5 at the Chicago /ean and te++s them the$ shou+d start thin4ing about #h$ it is im5ortant8 2e te++s them to ta4e notes' thin4 about the
signi,icance' #h$ it is im5ortant8
%).*& T te++s the #ho+e c+ass that the$ shou+d be on the #riting 5art and thin4ing about #h$ these are im5ortant ,or the United States8 Sts most ;uiet' the /ean grou5
is discussing8 T #a+4ing around ta+4ing #ith di,,erent grou5s8
%).*A Timer sounds and T sends them bac4 to their seat and te++s them the$ #i++ do the +ast e>hibit +ater8
%).&) T te++s them to ta+4 at their tab+e about #hat the$ thin4 the signi,icance is o, the di,,erent nationa+ +andmar4s8 Sts ta+4ing ;uiet+$8
%).&E T te++s them the$ need to name their nationa+ +andmar4 and te++ #h$ it is something im5ortant8 One gir+ reads #hat she #rote about Mt8 =ushmore8 T as4s #h$
is that im5ortant to the United States8
%).&* T ca++s on another student8 She te++s that the Statue o, Libert$ is a s$mbo+ o, ,reedom8 T te++s them that it #e+comes 5eo5+e8 T as4s them #ho 4no#s #hat
immigrants are8 T shushes sts #hi+e !eremiah te++s about immigrants8 T sho#s the de,inition o, the #ord immigrant on the 5oster8 This ana+$sis o, the immigrant
e>5erience is a great 5rogression ,or this activit$8 2e+5ing the students thin4 about the immigrants #ho created these +andmar4s and their o#n connections #ith
immigrants 7,ami+$ or ,riends9 can ma4e this +esson much more meaning,u+ ,or them8 This +esson #as a great start ,or e>5+oring these bigger ideas8 Consider 5ossib+$
using -oog+e Earth to do a virtua+ tour and 5erha5s having the students create their o#n art#or4 o, di,,erent nationa+ +andmar4s8 The art#or4 $ou created ,or this +esson is
a #onder,u+ e>am5+e o, #hat the$ cou+d do8
%).&& T te++s students to raise their hand i, the$ 4no# an immigrant8 Not man$ hands go u58 T as4s ,or another nationa+ +andmar48 T ca++s on Cassandra to te++ about
the 6atts To#ers8 She reads something she #rote' that it #as made ,rom rea++$ hard #or48 T as4s ho# she 4no#s that #hat evidence she read that said that8