Marwa El Sayed

Practicum
Observation #2

INFORMAL OBSERVATION CHECKLIST

Observer: Marwa El Sayed

Curriculum: UK National curriculum

Class: English

Grade: Year 7
Time: 8-9
Date: April 19th

NO

N/A

1. The lessons objective is understood and achieved.

2. Evidence of differentiation of instruction is present.

3. Student work and collaborate in pairs or groups.

4. When asked, students can tell the purpose of what they are doing.

5. Teacher uses hands-on materials or manipulatives.

6. Evidence of higher questioning is present.

7. All students are actively involved in the lesson.

8. Students work is displayed, current and linked to the curriculum.

9. Students are not typically completing worksheets.

10. Evidence of assessment /feedback is present.

11. Classroom is organized for instruction and is free of clutter.

12. Over all, the classroom climate is positive.

YES

A. Observed Model(s) of Teaching:

Information processing
o Inquiry-based teaching: The class began with a physical, warm-up
activity that allowed them to revise their work and access background
knowledge from previous sessions. The teacher acted as a facilitator,
circulating the room, asking and answering questions, clarifying and
supporting students.
Socio-cultural
o Collaboration: Students worked together in groups almost the entire
time. They had to interpret the charity ads/leaflets in groups and fill out
VTRs (visual thinking routines).
o Scaffolding: Students were provided with sentence starters with which
to begin their analysis sentences if they needed them.
Differentiated instruction: The class was set up in the form of learning stations or
centers. Students worked within multilevel resources with tiered activities. The
variety of ads appealed to many of the students interests and learning styles
(print ads, tv ads).

B. Observed Strengths:
The class was set up in centers so the students were all interacting with one
another and cooperating on the tasks. Whole class instruction was very minimal.
The teacher choice for charity leaflets/ads to use were varied and interesting.
They were tiered and catered to the different levels in the class. They were also
in line with students interests reflecting deep knowledge of the students.
The starter activity was very engaging and physical, particularly for the first
period of the day which serves to really ready the students and wake them up.

C. Observers Comments:
At the very end of class, students were asked to come to the board to reveal an
animal that they will work on developing a charity ad for the following week.
One student revealed a monkey and as he was going back to his chair he said to
another student, M, we chose a monkey, we chose you! As I was seated at the
very end of the class and could still hear him I would be very surprised if the
teacher hadnt as she was standing right behind him and was not talking at the
time. The students all laughed and nothing was said. I was shocked, particularly
that M who has a slight lisp seems to be one of the least spoken in class and an
easy target.


Classroom Setting

Whiteboard:

Date: 19th April

Key Words:
AFOREST
TTAP

Home Learning:
LO: To apply TTAP & identify AFOREST to charity ads.

Seating Arrangement:

Teachers
desk

1. Complete all sheets. 2.

Stick sheets in your
copybook. 3. Prepare for
BR

Smart screen

Whiteboard

Carpet
4 Ss

6 Ss
2 Ss

Supplies cupboard

*Located on all the tables: dictionaries, thesauri, a cup with pens, pencils and other stationary.