Classroom Observation

Teacher Name:

Lance Holly

Class Name:

AP US History

Class Size:

17 (14 male; 3 female)

Objective
Posted:

To examine the atomic bomb controversy, by looking at Japanese and American

perspectives.

Time
12:25pm

Students
Complete warm up activity

Date:
Period:

Teacher
Posted warm up and objective on
board

Few discussed orally

03.06.2015
6

Questions/Comments
Like the objective postive and a clear
time line for completion of the
warmup activity

Started class promptly at 2:25pm

Took attendance
Announced time left to complete task
Walked around room
Explained objective and process of the
lesson

12:29pm
12:30pm

Some shared ideas about the main

topics

Week in Rap - facilitated discussion of

current events from the week

12:36pm

Students shared ideas (male, male,

male, male)

Reviewed the warm up question called on students to share responses

Made connections between atomic
bombs and limits to nuclear
proliferation in current events (Iran)

12:40pm

Accessed information for lesson

from Canvas -

Reviewed objective - Introduced

Quest 3

Many began to work on the activity

as it was being explained

Provided paper copies for the

students who wanted them - gave out
4 or 5 copies
Further explained the expectations of
activity (each component)

12:45pm

female, male, male, male

Student brought up a question directed to Google it for a solution
Promptly another student
discovered the answer on Internet

Reviewed images from Canvas - asked

questions about the pictures to
communicate key ideas from WWII called upon students to answer
questions about the pictures

Great way to not get diverted by

asking the student to Google a
question you didnt know the answer
to.
Asking a lot of questions - but giving
answers and directing the content can you make the main ideas just

questions? Perhaps maybe just

explain what were in the pictures as
factual - not direct them where they
should go on the graphic organizer?
Question asked - Where should this
evidence go?

12:58pm

Took notes from the narratives on

their own notes sheet - by hand or
on the computer

Opened historical narratives from

Canvas; challenged students to
identify the sources as primary or
secondary sources

male, male, male, male read

Directed students to read aloud the
paragraphs
Underlined key ideas from the quotes
- using SMART Board
Asked ideas about what certain words
meant

Like the modeling of underlining the

key ideas - could the students work
with a partner to identify those key
ideas? Do they need those ideas
pointed out by you or can they do it
themselves?
Though there are only female
students in the class - how do you
make sure that you are getting ideas
from both the boys and girls in the
same way? - I observed only one of
the girls actually raise their hands to
participate

Narratives from both sides of the

debate presented
Read to the students some of the

1:16pm

Fully engaged - silent - clicking of

keys as the students were
completing the task was the only
sound from the classroom

Directed students to begin working on

the activity
Reminded of key ideas and directed
students to think about the pictures,
text, and discussion as they were
writing
Reposted the learning objective of the
lesson

1:18pm

Reviewed objective - asked questions

from the students related to the
objective

1:20pm

Released students

Nice job of tying everything up at the

end of the lesson

Anticipatory Set/Opening Activity

Warm up - open-ended question - Brainstorm two reasons why dropping the atomic
bombs could be regarded as a controversial decision.

Classroom Environment/Organization

Well organized - students sitting at various tables - lots of space to walk around the room;
some students were able to sit in comfortable seating in the back of the room

Classroom procedures evident

Students came to class - got out the computers and were ready to go - accessed Canvas to
get materials in class

Management of student behavior

Only one instance of behavior needing to be addressed - done quickly and not disruptive
to the learning environment

Differentiation Techniques

Presented materials online for students, reviewed steps of the activity

Read through the narratives with the students - does this disengage some of the students?

Student/Teacher Interactions

Very positive - students are comfortable and safe in the classroom

Student/Student Interactions

Collegial - focused interactions relating to the material from the classroom

Circulation of room

As students were doing warm up, moved about the room; during directed instruction stayed in the front by the SMART Board

Canvas Review

Fully integrated in the class - students were able to access the information

Closure Activity

Reviewed objective and communicated homework expectations