Towson University

Student Teacher Observation Feedback

Adapted from the Charlotte Danielson Framework

Teacher: Mentor:
Corinna Sech Maureen Wesner

Date:9/27/18 Class: 7th Grade

Unit: Prehistory Experience 2 – The Lesson: Otzi the Iceman

Beginning of Humankind

CCSS Standards: D3.30 Use discipline specific evidence and logical reasoning to construct claims
and counterclaims in an investigation or construct an explanation of a social studies idea or
concept.

Objective: Students will analyze Otzi the Iceman and determine if he is from the Paleolithic Era
or Neolithic Era through interactive activities.

Domain 1: Observation Comments

Planning and Preparation
Demonstrating Knowledge of + Lesson well organized and well planned to engage middle school
Students students
□ Knowledge of students’
skills, knowledge, and
+Opportunities for technology use engages students who are well
language proficiency versed in use of devices
□ Knowledge of students’
interests and cultural
heritage
□ Knowledge of students’
special needs

Setting Instructional Outcomes +Lesson aligned well with standard

□ Value, sequence, +Each component clearly explained
alignment
□ Clarity
+Objective is clearly aligned
□ Suitability for diverse
learners
Designing Coherent Instruction + Well written lesson with connections to prior knowledge and
□ Learning activities new learning
□ Instructional materials and
resources
+ Learning activities designed well with highly engaging
□ Instructional Groups presentation of information of Otzi the Iceman
□ Lesson Structure + Very creative lesson to promote student centered instruction
+The progression of the lesson is clear and logical

Designing Student Assessment +Completion of components is perfectly aligned with standards

□ Congruence with +Great formative assessment = completion of conclusions from
instructional outcomes
□ Design of formative
graphic organizer, tattoo articles questions, and 321 exit ticket
assessment
□ Use for future planning

Domain 2:
The Classroom Environment Observations Comments

Creating an Environment of +Respectful relationship between students and teacher

Respect and Rapport + Great rapport between teacher and students noticeable;
□ Teacher interaction with
students
relationships are solid, and students are eager to discuss ideas
□ Student interactions with with you and complete various activities for you. Good job!
other students +Students focused on activities and working well together when
discussing findings from Otzi articles
+Great response to student giving misinformation about
paleo/neo -lithic differences and similarities

Establishing a Culture for +Review of objective with students for clear expectations for
Learning assignment
□ Importance of the content
□ Expectations for learning
*Do more than read objective – go over it and ask them about it
and achievement +Very clear expectations for each component of the lesson
□ Student pride in work
Managing Classroom +Excellent management of supplies for lesson
Procedures +Continuously monitoring student progress as they work on
□ Management of
instructional groups
various components of lesson
□ Management of *Allow students to help each other with kindles so you don’t have
transitions to run around helping each student. When you asked the
□ Management of materials students - who still needs help – Be OK with asking students
and supplies
around them to help them – they are quicker than us anyway 😊
□ Supervision of support
personnel

Managing Student Behavior +Very clear expectations

□ Expectations +Students were consistently on task
□ Monitoring of student
behavior
+Great way to promote student participation – possible use of
□ Response to student sticks and wait time
misbehavior +Wait time is ON POINT!!
Organizing Physical Space +Classroom set up in 3 columns and rows
□ Safety and accessibility +Use of kindles = great use of technology
□ Arrangement of furniture
and use of physical
resources
Domain 3:
Instruction Observation Comments

Communicating with Students +Directions for independent work consistently on board

□ Expectations for learning *After giving directions and have 1 – 2 students repeat directions
□ Use of objective to set
instructional outcomes
to ensure they are on task and to build rapport
□ Directions and procedures +Great transitions from each component but *use your objective
□ Explanation of content to make transitions even stronger
□ Use of oral and written
language
Using Questioning and +Students were highly engaged and interested in learning about
 Discussion Techniques Otzi because of you!
□ Quality and level of +Students were very engaged in all discussions
questions
□ Discussion techniques
+Great way to promote student participation – possible use of
□ Student participation sticks and wait time
+Wait time is ON POINT!!
Engaging Students in Learning *Give students time limits & reminders of time limits for each
□ Activities and assignments component
□ Grouping of students
□ Instructional materials and
+Great lesson with interesting activity where students were
resources showing what they had learned about Otzi the Iceman
□ Structure and pacing
Using Assessment in Instruction +Continuously walking around the room to ensure students are
□ Assessment criteria on task during lesson
□ Monitoring of student
learning
+Great way to close your lesson by having them share their
□ Feedback to students thoughts.
□ Student self-assessment *Try to use objective to close lesson and guide closing questions
and monitoring of and transitions
progress

Lesson Overview
Commendations This was a GREAT lesson!!!

 Well organized lesson with student centered activity

facilitating instruction
 There was constant monitoring and giving of feedback to
ensure they are on the right track as they learned about Otzi
the Iceman
 Students were highly engaged and interested in learning
about Otzi because of you!

Suggestions *Give students time limits & reminders of time limits for each
component
*Use your objective as an opening, transition and closing
*Allow students to help each other with kindles