Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Madison Weidner Observer: Jennifer Pearce Grade: Kindergarten

Date: November 11, 2017 Time: 10:00 Subject: Math

1. Classroom Climate/Culture - Student Behavior

YES NO
X Intern communicates and maintains standards for appropriate classroom behavior.
X Intern anticipates and acts on potential classroom disruptions.
X Intern maintains positive classroom climate.
X Intern responds to student behaviors appropriately.
Comments:
Miss. Weidner reviewed the classroom social contract and implemented strategies used in Capturing Kids Hearts,
an initiative adopted by the School Improvement Plan. She utilized student leaders throughout the lesson. Miss Weidner
was able to pull students attention back on track when they became off task (Class, class? Yes. Yes.).

2. Instruction - Instructional Time

X Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
X Intern gets class started quickly.
X Intern uses available time for learning and keeps students on task.
Comments:
Miss Weidner had materials needed ahead of time, (book Those Shoes, store flyers, construction paper, objects,
sorting tubs, glue sticks, scissors). The storybook was projected on the board when students came to the carpet to begin
the lesson. Miss Weidner wrote questions she wanted to ask on post-it notes and placed them inside the book to help her
remember when to ask them. At their seats she was able to keep students focused on their individual cutting of needs and
wants while visually checking for student understanding.

3. Instruction - Instructional Planning and Presentation

X Intern establishes links with prior learning and experiences.
X Intern arranges learning activities to support standards.
X Intern appropriately uses a variety of teaching styles.
Comments:
Miss Weidner used a variety of teaching media (document camera, book Those Shoes by Elizabeth Boelts,
movement and motions, needs and wants objects and sorting tubs, construction paper, magazines and purchasing adds,
scissors, and glue sticks to meet the needs of diverse learning styles. She read the objectives aloud and had students re-
voice them. The class reviewed the difference between a need and a want prior to her reading the story. She asked
essential questions such as What do we need to survive? and repeated each answer that the students gave (food,
clothing shelter, water H2O, air).

4. Instruction - Instructional Monitoring

X Intern circulates to check performance and monitor progress.
X Intern varies level of questioning.
X Intern ensures that all students have the opportunity to participate.
Comments:
Miss Weidner picked students names randomly on Popsicle sticks to give different students a chance to participate.
She asked various leveled questions to check for understanding during the lesson (Why did Grandma buy him those boots
and not the shoes he wanted? Can you think of an example of something you might need and buy but might not want it?
Broccoli, Z, what is something you want for Christmas? Do we need a Barbie Dream House to survive? Miss Weidner
introduced new vocabulary during the lesson (Velcro, thrift shop, nudge) and had students turn and talk to share 1 example
of a need and 1 example of a want. Miss. Weidner had students clarify their thinking and had them justify their answers.

5. Impact on Student Learning - Facilitating Instruction

X Intern establishes clear outcomes for learning.
X Intern communicates learning outcomes to students.
X Intern adjusts lesson based on student responses/ongoing assessment.
X Intern connects learning outcomes to the NCSCOS.
Comments:
Miss Weidner read the lesson objectives and outcomes to the students. She had students re-voice the objectives
using their own words. When directions were unclear she rephrased them. Miss Weidner showed several examples of what
a collage is using authentic art from the internet. She also modeled how to cut and glue to make their own collage under
the document camera.

6. Evaluation/Assessment - Instructional Feedback

X Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
X Intern affirms correct oral responses appropriately and moves on.
X Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments:
Miss Weidner used appropriate wait time giving ELL students extra time to process questions and answers. She
affirmed correct answers through positive verbal responses and checked students understanding using the motion
(Rub your tummy if it is a need. Give yourself a hug if it is a want) Miss Weidner continued to provide feedback
during independent seat work by asking questions and have students prove their answers as to why they thought
an item was a need or want.

Strengths: Areas on which to focus:

Used a variety of teaching materials to provide a To extend lesson beyond social studies and art
diverse delivery of instruction you could pull in some science objectives. Maybe
Used positive reinforcement and referred back to ask about the needs and wants of plants and
classroom rules and procedures as needed animals and compare them to humans.
Adjusted and clarified directions of activities as Be careful and make sure you are monitoring all
needed students when they are on the carpet. Dont let
Used appropriate wait time when asking questions students keep getting up and down or crawl
Integrated music, movement and motions, around moving to different spots. This distracts
technology, and literature to enhance the learning themselves and others from learning.
of all students
Affirmed and encouraged students
Reviewed previous lesson helping students
connect to what they have already learned
Had all materials and supplies ready and available
Had students repeat objectives and learning
outcomes as well as directions
Showed Authentic collage art for examples
Discussed with students the difference between
needs and necessary needs like diapers, hearing
aids, glasses, wheel chair.
Explained how the needs of some people may be
different then the needs of other people depending
 on where they live, their age etc.

Were the learning outcomes for the students met? X YES NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes
Was the Teaching Behavior Focus goal achieved?
Yes
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________

University Supervisor Signature:___________________________________ Date:______________