Appendix D

Towson University

Classroom Observation
Intern: Katelyn McCord- Mitchell.

Date: February 18, 2016

Time: 11:50 12:35
Class 20 +/Grade: K
Size:
Subject:MathAddingsingledigits

School:
Prospect Mill Elementary School

Mentor: Breeana Merryman

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observed

N
A

X
X
X
X
X
X

Comments:

CCSS.Math.Content.K.OA.A.1 Objectives are aligned with appropriate standards, indicators and InTasc
principles.
The objective was reviewed in kid friendly terms.

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

X
X

Comments:
The students are re-grouped for math.
The objective was posted and reviewed in kid friendly terms with the class. The students sang a song about addition.
The class reviewed the previous days work.
Students were re-grouped within the classroom for small groups.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments:
The students respond to routine classroom procedures that have been established throughout from the beginning of the year.
You asked the students to think before answering. everyone answer!
First count in your head and then answer, finger up, ready to count, wait until I ask
As you counted you slowed down to make sure the students were really counting and not just reciting the numbers.
The students then were presented with shapes. Each shape had a short song that went with it.

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.
Instructional activities are varied to address different learning styles.
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.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Comments:
The students were asked why they used an alligator. Two numbers were put on the screen and the students were to compare them < > or =
The lesson opened with students counting objects and identifying shapes and numbers. The students counted backwards from 20.
The students were shown a slide with part, part, whole. The concept of two parts = a whole was shown on the whiteboard with figures.
The + plus sign and = sign were added to the screen. The students were referred back to hand signs for adding.
The students were asked what they are doing with the two numbers. Another word for putting together. Adding You made the students answer
the questions.
The students were divided into 3 groups.
The students used laminated sentence strips to write their answers. The students used manipulatives and boxes on the sentence strip to write the
numbers. part, part, whole
You modeled an equation with a sentence strip/plastic sheets and manipulatives to show how the problem should be written.
The students then created their own equation. You helped with the first one and then the students had to write them on their own.
You explained to them there were different ways to make the larger numbers.

Observed

Assessing Student Learning/Differentiation

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

In Progress

Not
Observed

NA

Formative assessment is completed during the class period.

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

X
X

Comments:
The class was divided into groups to add numbers. The groups were divided based on different objective.
1. using manipulatives to add to 10
2. using manipulatives to add to 10 + write the sum of the numbers.
3. using manipulatives to add to 10 + write the sum of the numbers. + write the addition problem.
Each group was led by an adult.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments:
The class was brought back on the carpet and the lesson was summarized.
You asked the students what they did today.
You referred back to the vocabulary addition. Adding them together.
You referred to the addition symbol.
Turn to your neighbor and say nice job

ClassroomManagement
Student behavior is managed effectively.

X
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:
Students understand the daily classroom routine and procedure.
Data was collected on student performance during the lesson.
The students were focused and attentive throughout the 30 minute lesson.
make sure you hear the click so the marker does not dry out.

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.

X
X
X
X
X
X
X

Comments:
Katelyn, it is obvious you have established a nurturing, caring and professional relationship with your class. The students seem to genuinely
love your class and school.
You have used your adult assistance effectively. They understand the routine and seem comfortable in front of the small group setting.