Appendix D ‘Towson University Classroom Observation#1 Intern: LaShell Wallace ‘School: Thomas Johnson Elem. Mentor: Trish Malseed Not Planning Observed Observed | 4 Progress Tesson is aligned with appropriate content standard and indicator. Tesson is aligned with appropriate InTASC principle. Tasson objective identifies intended learning. TTesson objective is worded in student terms. Formative assessment is directly aligned with the objective, Tnstructional materials are attractive and readily available. ‘Comments: Everything was prepared. The lesson objective was written and communicated to the students. >4]>4|b<}>¢)>4] >< Context for Learning ‘Students demanstrate adequate prior Knowledge to be successful earners. x ‘Grouping techniques are appropriate for intended learning, x Comments: rae Students were in a leveled guided reading group. Motivation for Learning Connections are made between students experiences and the new learning. Strategies are used to promote excitement and stimulate thinking. Positive reinforcements used when appropriate. Comments: ‘Students were asked questions throughout about the change between two things to ensure understanding. Students were asked to extend their thinking by giving non-text examples. Praise was used frequently. <>< Implementing the Lesson “An appropriate review/Aiillwarm-up/motivation is conducted. x ‘Objective is posted, shared with students, discussed and clarified as needed. Tnstructional activities are meaningful and relate to the objective. Tnstructional 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 i ‘Students are actively engaged during instruction. ‘Teacher/student modeling sequence Ts appropriate to intended learning ><[p<]_><|<‘Expectations/standards for student work are clearly communicated, ‘Chass Dogins and ends on time, Pacing is appropriate and adjusted based on student feedback, “Transitions between activities are efficient and effective. Tavels of questions are varied and support the objective. Content is accurate, Instruction makes cross-curricular connections (as appropriate) >4]>4]>4]>¢ p<|¢ | Tnstruction integrates the use of technology (as appropriate) xX Homework assignment is appropriate. xX Comment: Students shared examples to demonstrate understanding of the objective. Students were told multiple times that understanding. how change ean occur over time helps us understand the world around us. Mrs. Wallace gave examples of this to help students ‘make meaning Assessing Student Learning/Differentiation. Not In__| Observed NA ‘Student data (as available) is used to inform instructional decisions. Taformal assessment strategies are utilized throughout the lesson, Tnstruction is adjusted based on inforinal assessments of student understanding. Tnstructional modifications (interventions/enrichment) are provided and based on needs of students, ‘Students practice new learning independently. Formative assessment is completed during the dass period. Future instructional planning is based on formative data (Post observation discussion). eloa|b<] bal>d]odfnd] i a ‘Comments: Students in the group included student with an TEP and 3 without. The grouping was determined using TRC data and reading Summarizing the Lesson ‘Summary provides connections to past and/or future lessons. x ‘Shudents demonstrate, reflect and evaluate attainment of the objective. x Cominents: Closing was appropriate. Mrs, Wallace closed with the objective and relating it to the activity and real-world connection. Classroom Management ‘Student behavior is managed effectively ‘A positive and supportive atmosphere is maintained, ‘Classroom routines and procedures are evident. “Appropriate feedback and reinforcement are used consistently. Tnstructional space, equipment, and materials are organized, 4|p4 >< ><) p<) then produce a final activity. Professionalism “The intern uses correct English. “The intern demonstrates knowledge of instructional strategies. “The Intern appears sensitive to individual needs and differences. >4|<]>4]‘The Intern uses AV materials and technology appropriately. ‘Allwritten materials are clear and legible. x ‘The inter uses a clear voiee, which is appropriately adjusted in volume and x inflection ‘The inter uses non-verbal communication effectively. x Comments: Mrs. Wallace managed the group well and made sure students were paying attention during the activity to assess and monitor understanding and behavior. She spoke clearly and helped students when they shared their work.