I.

Observation 4:
Instruction

II. Grade Level:

Kindergarten

III. Setting:
Kindergarten classroom at a Somerset County Elementary School
20 students, 1 head teacher

IV. Pre-Observation:
The purpose of this observation was to evaluate the way the teachers plan and teach their
lessons to educate the students. It is also to make recommendations to better plan and
better educate the students. To prepare for this observation I read chapter six,
Contemporary Trends in Education (Koch, 2016). By reading chapter six, I learned how
teachers plan and teach their students, but also, how teachers teach gifted and talented
students.

V. Data:
The topic of the lesson was about the different things in the sky. To hook the students
into the lesson, the teacher read a book called What a Beautiful Sky! (Canetti, 2009).
After reading the book, the teacher then asked the students, “what were some things in
the sky that we just read about?” the students would answer based on what they learned
from the book, such as, a plane, the stars, the birds, etc. Then to assess the students based
on what they learned, the teacher uses formative assessment, in which she set the students
in their tables with colored pencils and a sheet activity to draw something they saw in the
book about something in the sky. The teacher also explained that after every chapter/unit
she uses summative assessment as well, in which she gives students chapter test in order
to measure the students’ comprehension at the end of the lesson unit.

VI. Analysis:
During the class activity, the teacher gave enough time for students to work on their
activity. By doing so, this also gave the teacher enough time as well to go around class to
observe and help the students independently if needed on their activity. The teacher
always made sure that all students are learning whether they are gifted and talented. For
Special Education students, another teacher would come into class and take those
students elsewhere for a more focused independent help. During my experience in a
different class, teachers would also go around to observe students while they worked on
their activity and also help them as needed.
VII. Recommendations:
Even though the teacher has a good lesson plan set up to educate the students, there are
still some strategies missing that can help intensively. For example, according to ASCD,
“Make time for reflection is the time when you come together with your students and
summarize what worked and what didn't. By listening, you will know if you have met
your goals and determine if any changes need to be made” (Ullman, 2011). By doing so, I
believe this will this will help the teacher know if students really understood or learned
from the lesson, it can also help students think further upon what they learned and discuss
further ideas as well.

VIII. Post-Observation:
Throughout the observation, I learned how teachers have their own method of planning
their lessons and teaching their students. For example, on my passed experience at a
daycare for Foundations of Early Child Education class, the daycare teachers used a lot
more of hands on activities to engage the students more into the lesson. In the Elementary
School, kindergarten teachers have different methods of teaching since students can
comprehend more.

IX. References:
Koch, J. (2016). Contemporary Trends in Education. In Teach (pp. 90-117). California:
Author.

Canetti, Y. (2009). What a Beautiful Sky!, Big Book Level K Unit 3 Book 15: Houghton
Mifflin Journeys. Houghton Mifflin School.

Ullman, E. (2011, October). How To Plan Effective Lessons. Retrieved March 22, 2018,
from http://www.ascd.org/publications/newsletters/education-
update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx