Sie sind auf Seite 1von 6

EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 3/24/2017-Friday Observation Time: 1:36-2:21pm (8th Period)

Teacher Observed: Ms.Emma Blandford Subject/Grade Level: US History-10th Grade

School Observed: Horizon Science Academy Toledo Observer: Melike Koc

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if

known, for example, TEKS 111.4. Grade 2.b.)

Students will be able to explain the reasons for the internment of Japanese-Americans

during WWII.

Students will be able to discuss the conditions Japanese-Americans faced during their


Students will be able to evaluate the legality and lasting impact of the internment.

2-How did the teacher begin and end the lesson?

The teacher started to explain the bell work and have them finish it in 5min. While the students

are working on it, the teacher took the attendance. Then she went over the bell work by using
discovery learning. She asked many questions to the students to have them find out the answer

of bell work. After a few reminder (testing, the field trip to Holocaust Museum, important due

dates for assignments..etc) she started the lesson.

3-What did the teacher use for teaching materials or instructional aids/equipment?

Since it is a social studies class, there were not many tools available for Ms.Blandford, so she

didnt use many things during the class except the kids notebook for bell work track, power

point, smart board to show the bellwork and a world map.

4-Which instructional methods and strategies did the teacher use? ( lecture, inquiry, discovery

learning, discussions, games or simulations, demonstrations, cooperative learning, integration

of technology, socrative questioning, etc)

As soon as the class started, Ms.Blandford used cooperative learning and discovery learning to

improve the students understanding the topic before the class. She used discovery learning not

only for instruction but she also used it to redirect them when they are off task by asking such

questions like -what are the rules during activity? -what should we not be doing?..etc)Then

group activity took the whole class period as games and simulations.

5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-

ended, quiz, feedback etc) See Chapter 8 for more information on assessment methods

Her whole lesson plan is:

1. Bell Work (5 minutes)

According to the primary sources, the students were expected read yesterday, what was the

reason for the internment of Japanese Americans during WWII? Do you agree with this reason

or not? Why?

2. She passed out study guides for test and remind students of field trip deadline (3 minutes)

3. Students were expected to be going to 6 stations to analyze the primary sources and use the

primary sources to answer questions. The sources are presented as a Gallery Walk - students

could go at their own pace, but the teacher limited the number of students allowed at each

station. (30 minutes)

4. Students who finish early began their homework: Read an excerpt from Farewell to

Manzanar by Jeanne Wakatsuki Houston and answered the questions.

5. Closing and review of topic (5 minutes)

6- What can you say about the teachers philosophy/beliefs and style? (Traditional/progressive,

behaviorist, student-centered vs. teacher centered, authoritative etc)

She is one of the best teachers at this school. She is on top of the general principles, pedagogy

and management strategies in her area and classrooms. Her major philosophy is to demand

respect from students and show them that she deserve that respect.
7-How does the teacher manage classroom? Can you identify classroom management

techniques used?

There are 3 important strategies that she used mainly which I like those about her;

1. Address conflict/problems quickly and wisely

2. Keep it real

3. Design a safe/well-managed classroom environment.

8-Observe in the classroom setting and determine types of behavior students play when off-

task. What do they do when they are not paying attention? How does the teacher re-direct

them or get them back on task?

About %90 of student were on task. The usual students who cause issues and get in trouble

were in that class. And they were the one who got redirected by Ms.Blandford the most. As

soon as she sees them (which is within a minute or two) she asks them questions to remind

them the rules of her class. The kids were usually off task by talking to their neighbor, sleeping

and playing with non-instructional items

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal

communication such as facial, body language, use of space, motion and time?)

Ms.Blandford has a strong voice in her classes and uses mainly verbal communication. She

barely uses facial and body language. If she sees someone is not paying attention she warns
them verbally and gives some time to correct their behavior and redirect them again to see if

there is any change.

10-Who were the students in the class? What did you notice about them? (Background,

diversity, attitude, motivation, interaction, participation, etc)

Almost 50% of the students are African-American and the vast majority of the multiracial

students are from African-American background in the selected school. Almost 20% of the

students are IDEA eligible. 100% of the students eligible for free lunch. In her US HIsotry class,

there are 25 sophomore students and 2 of them need extra attention due to their

accommodations along with one ESL.

11-What did you see that is effective in engaging students? What do you see that is ineffective

in keeping students engaged?

In US history class there are not many options to keep student engaged and attentive, however,

Ms.Blandford found a very creative method by dividing the students into stations. First, she

divided the students into two and has the first half do the Gallery Walk and other half sit and

wait for their turn. Having the half sitting and waiting for their turn was the only ineffective part

of the whole activity. It caused them to start talking while the other were trying to answer the

questions on their stations. Other than that everything went perfectly fine.
12-What are the two instructional strategies you observed and would like to apply in your


I found very innovative and effective to use discovery learning on finding out the solutions for

problems. I really like how students try to pull on their past experience and current knowledge

to discover the facts and relationships.

13-What are two important classroom management strategies that you observed and would

like to apply in your classroom?

I observed that Ms.Blandford was very quick to address conflicts. Her directions were very clear

and real. I would like to use the rule of giving many opportunities to the same person to correct

their behavior. Also, she didnt pay her attention to the students who was on task. She

controlled the class as a whole which I like about her.