Beruflich Dokumente
Kultur Dokumente
User Information
Name: MICHAEL WOMACK (3002)
Title: Teacher
Date of Observation:
10/1/2013
Start Time/Period:
9:51-10:50
End Time/Period:
Subject/Grade:
Lesson Title:
Scarlet Letter
Observer #1:
Barbara Beers
Supervisor of Humanities
Observer #2:
Title of Observer#2:
Type of Observation:
Single
Type of Observation:
Formal
Type of Observation:
Announced
Type of Observation:
Long
Date Uploaded
Size
Upload Date
Upload User
File
Unsatisfactory
Teachers plans and practice
display little knowledge of the
content, prerequisite
Basic
Teachers plans and practice
reflect some awareness of the
important concepts in the
Proficient
Teachers plans and practice
reflect solid knowledge of the
content, prerequisite relations
Distinguished
Teachers plans and practice
reflect extensive knowledge of
the content and of the structure
Notes:
Emphasized the difference among theme, motif, and symbolism.
PowerPoints much better developed than previously - only included the important concepts; students had to listen to you in order to gain an understanding of them. Nice
chart to compare the three concepts.
Also used references to novels and plays read in previous English classes, e.g., Macbeth, House on Mango Street, A Separate Peace, etc.
1b: Demonstrating
knowledge of students
Notes:
Mr. Womack's interactions were bias-free, and it was evident that he knows and respects his students.
1c: Setting Instructional
Outcomes
Notes:
Discussed universal motifs in literature and nature - demonstrated that English is not taught in a vacuum; it relates to all aspects of life.
1d: Demonstrating
knowledge of resources
Notes:
Mr. Womack referred to "Motif #1" - an often painted/illustrated barn in MA - that students may have seen in their art classes; he projected various versions or
interpretations on the board so that they could see that it was a country barn in a variety of pictures.
When creating the groups, he did so purposefully and gave each student a colored card; the cards were copies of Puritan Valentine's Day cards.
1e: Desingning Coherent
Instruction
Notes:
The lesson had a clear progression from the beginning through to the stated objective of differentiating among theme, motif, and symbol. Each of the activities focused on
that objective.
1f: Designing Student
Assessment
Notes:
The reading quiz served as a check of the students' completing their reading homework, and it would help to determine instruction and future homework assignments.
Domain 1 Recommendations:
Domain 1 Comments:
Name
Upload Date
Upload User
File
Unsatisfactory
Basic
Classroom interactions, both
between the teacher and
students and among students,
are generally appropriate and
free from conflict but may be
characterized by occasional
displays of insensitivity or lack
of responsiveness to cultural or
developmental differences
among students.
Proficient
Distinguished
Notes:
Mr. Womack has a nice, easy rapport with his students; his sense of humor - demonstrated both verbally and with the Puritan Valentine's Day cards - helped to put them at
ease and to be comfortable while studying a challenging novel.
2b:Establishing a culture for
learning
Notes:
It is immediately evident that this is an English classroom. There are commercial posters, student work, and reference materials prominently displayed. Also, the objective for
the lesson was posted on the whiteboard in the front of the room.
2c: Managing classroom
procedures
Notes:
There were several transitions between activities, and the students knew what was expected of them. Even this early in the year, they knew and followed the procedure for the
administration of the quiz.
2d: Managing student
behavior
Notes:
Classroom management was not an issue; students were engaged throughout the lesson.
2e: Organizing physical
space
Domain 2 Recommendations:
The objective was posted on the whiteboard. A recommendation is to refer to it when closing the lesson.
Domain 2 Comments:
Upload Date
Upload User
File
Domain 3 - Instruction
Criteria
3a:Communicating with
students
Unsatisfactory
Expectations for learning,
directions and procedures, and
explanations of content are
unclear or confusing to students.
Teachers use of language
Basic
Expectations for learning,
directions and procedures, and
explanations of content are
clarified after initial confusion;
teachers use of language is
Proficient
Distinguished
contains errors or is
inappropriate to students
cultures or levels of
development.
Notes:
Mr. Womack's PowerPoint of "Theme, Motif, and Symbols - the glue of stories" provided guidance for discussion. The students took notes about the slides, but they listened
to his explanations. They were not just intent on copying word-for-word.
3c:Engaging students in
learning
Notes:
Students were engaged throughout the lesson, and Mr. Womack purposefully called on non-volunteering students in order to afford them the opportunity to add to the class
discussion.
3d:Using Assessment in
Instruction
Assessment is used in a
sophisticated manner in
instruction, through student
involvement in establishing the
assessment criteria, selfassessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students
from a variety of sources.
Notes:
Regular quizzes such as the reading quiz in this class will help to keep the students on schedule and to inform instruction throughout the unit.
When he gave the homework assignment, Mr. Womack wrote it on the board as well as telling the students. He also reinforced that they needed to cite page numbers from the
text to support their comments.
3e:Demonstrating flexibility
and responsiveness
Domain 3 Recommendations:
During the previous day, the students wore their own "letters" which they had designed. Today's lesson asked them to reflect on the experience of being "branded." They spoke to their own
feelings and the reactions of others. The lesson was divided into three parts, the first of which required the students to move around the room to comment on specific elements of wearing the
letter. This was accomplished efficiently with no loss of instructional time.
Domain 4 - Artifact Report
Artifacts
Name
Upload Date
Upload User
File
Basic
Proficient
4a:Reflecting on Teaching
Criteria
Distinguished
Notes:
Mr. Womack's PowerSchool is up-to-date, and he has included a variety of assessments in order for the students to demonstrate progress, work toward their strengths, and be
successful.
Teacher communicates
frequently with families and
successfully engages them in
the instructional program. They
convey information to families
about individual students in a
culturally appropriate manner.
Teacher communicates
frequently and sensitively with
families and responds to the
individual and cultural needs of
families. Teacher successfully
engages families in the
instructional program; students
participate in communicating
with families.
Teachers participation in
professional development
activities is limited to those that
are convenient or are required.
4f: Demonstrating
Professionalism
Teachers sense of
professionalism is low, and
teacher contributes to practices
that are self-serving or harmful
to students.
Domain 4 Recommendations:
Domain 4 Comments:
During this lesson, the students participated in three distinct activities, and they were engaged throughout the lesson. Mr. Womack brought in references to theme, motif, and symbol from
their prior reading and also related to other courses and disciplines. Having the students create and wear their own "letters" personalized the plot of the novel for them. While certainly not in
Hester's circumstance, they were able to relate to the experience of having people either question them or look at them quizzically for their appearance.
Teacher Observation Form Recommendations:
There was constant student-teacher dialogue throughout the class. Work on having the students respond to each other in order to increase discussion.
Refer to the objective during the lesson to keep students aware of the "why" of what they are studying.
Please note that by acknowledging this document you verify that you have read this report. Your acknowledgement does not signify that you
agree entirely with the contents of this report.
Comments (1)