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Appendix D

Towson University

Classroom Observation
Intern: Elizabeth Johnson

Date: 4/1/15
Time: 10:09-11:39
Class
Grade: 9-12
Size: 5 bio/5
Subject:EnvironmentalScience/Biology

School: Hannah More School


Mentor: Erin R. Upton

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.

In
Progres
s

Not
Observed

N
A

x
x
x

Lesson objective is worded in student terms.

x
x
x

Formative assessment is directly aligned with the objective.


Instructional materials are attractive and readily available.

Comments:
As stated in the plus/delta chart, try using a big picture thought process to emphasize key concepts for learning. This will assist with the use
of student centered terminology, as well.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

x
x

Comments:
I am so impressed with your ability to maintain dual classes while still attempting to conduct advanced labs! Dont be afraid to simplify lab
procedures or reduce the number of labs conducted if needed.

MotivationforLearning
Connections are made between students experiences and the new learning.

x
x

Strategies are used to promote excitement and stimulate thinking.


Positive reinforcement is used when appropriate.

Comments:
It was evident that students had exposure to the prior learning needed to access this lab. I loved watching AS assist other students with the drill
question and can see how the use of a drill leader could be beneficial during your combined class. This strategy may be helpful with behavior
management between dual classes, as well increase student ownership over knowledge gained.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.
Instructional activities are appropriately sequenced.

x
x
x
x

Instructional activities are varied to address different learning styles.

x
x

There is a balance between teacher-directed and student-centered learning experiences.


Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.

x
x

Expectations/standards for student work are clearly communicated.


Class begins and ends on time.

x
x

Pacing is appropriate and adjusted based on student feedback.

x
x
x

Transitions between activities are efficient and effective.


Levels of questions are varied and support the objective.
Content is accurate.

x
x
x

Instruction makes cross-curricular connections (as appropriate)


Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

Comments:
I love that you embrace the technology available to students and use it to further engage students in content concepts and scientific processes.
Conducting practice runs of lab with the use of a lab leader may allow for greater ease of pacing and provide additional opportunities for
differentiation and increased student feedback.

Observed

In Progress

Not
Observed

Assessing Student Learning/Differentiation


Student data (as available) is used to inform instructional decisions.

x
x
x
x

Informal assessment strategies are utilized throughout the lesson.


Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.

x during
this lesson

Formative assessment is completed during the class period.

Future instructional planning is based on formative data (Post observation discussion).

Comments:
Since this was primarily a lab lesson, it was difficult to see a lot of adjustment based on formative data. Lets brainstorm some ways we can
provide greater access to formative assessment strategies while working in the lab.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.

Students demonstrate, reflect and evaluate attainment of the objective.

x this
lesson

NA

Comments:
Again, since this was a lab based lesson, most of the time was dedicated to lab procedures. During my time involved, I was not able to determine
if students were able to attain the objective. However, upon post observation discussion, you were able to make this determination from student
work and oral feedback. The use of a big picture slip may also be helpful in providing concrete and immediate formative feedback on lesson
objectives/success criteria.

ClassroomManagement
Student behavior is managed effectively.

x
x
x
x

A positive and supportive atmosphere is maintained.


Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments:
Again, great job managing dual classes with limited behavioral problems! Your demeanor allowed students to remain relaxed, even when the
lab took unexpected turns. Classroom routines seemed evident as both classes of students were engaged in drill activity upon arrival.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.
Comments:

x
x
x
x
x
x
x