Somerset Academy Stephanie Student Focused

Classroom Observation Form

Teacher: Shannon Evers

Date: 3/3/15

Time In: 9:25

Total Time: 30

Time Out: 9:55

CHAMPS

Cooperative Learning

High Level Questioning

Sufficient Wait Time

Subject/Grade: History

Technology

Differentiated Materials

Textbook

Worksheet

Student Focused Observations

CBC matches instruction.

Yes
No NA
CBC referenced during
instruction.

Yes No
NA

Very
Evident

Evident

Equitable Learning Environment

Has differentiated learning opportunities and activities to meet
4
3
his/her needs
Has equal access to classroom discussions, activities, resources,
4
3
and support
Knows the rules and consequences are fair, clear, and
4
3
consistently applied
Has ongoing opportunities to learn about their own and others
4
3
backgrounds/cultures/differences
High Expectations Environment
Knows and strives to meet the high expectations established by
4
3
the teacher
Is tasked with opportunities and learning that are challenging
4
3
and attainable
Is provided exemplars of high quality work

Whole Group

Small Group

Pairs

Independent

Somewhat
Evident

Not
Not
Evident Observed

Is asked and responds to questions that require higher order

4
3
thinking (ex. applying, evaluating, synthesizing)
Supporting Learning Environment
Demonstrates or expresses the learning experiences are positive

Is engaged in rigorous coursework, discussions, and/or tasks

Demonstrates positive attitude about the classroom and learning

Takes risks in learning (without fear of negative feedback)

Is provided support and assistance to understand content and

4
3
accomplish tasks
Is provided additional/alternative instruction and feedback at
4
3
the appropriate level of challenge for his/her needs
Active Learning Environment
Has several opportunities to engage in discussion with teacher
4
3
and other students
Makes connections from content to real---life experiences

Is actively engaged in the learning activities



Student Focused Observations

Very
Evident

Evident

Somewhat
Evident

Progress Monitoring and Feedback Environment

Is asked and/or quizzed about individual progress/learning
4
3
2

Responds to teacher feedback to improve learning
4
3
2

Demonstrates or verbalizes understanding of the lesson/content
4
3
2

Understands how her/his work is assessed
4
3
2

Has opportunities to revise/improve work based on feedback
4
3
2

Well-Managed Learning Environment
Speaks and interacts respectfully with teacher and peers
4
3
2

Follows classroom rules and works well with others
4
3
2

Transitions smoothly and efficiently to activities
4
3
2

Collaborates with other students during student---centered
4
3
2
activities
Knows classroom routines, behavioral expectations, and
4
3
2
consequences
Digital Learning Environment
Technology was integrated effectively into the lesson.
4
3
2

Not
Not
Evident Observed

Observation Evidence:
CVC
Board states: I will learn the causes and effects of WWII. Essential Question: what were the causes and effects of WWI?

Students had text book open. One student read aloud. Mrs. Evers told me she didn't have technology for the lesson because the bulb burnt out and it

would take three weeks to get to her and the lesson would be boring today.
Evers told students to refer to their noted. Students had their notebooks out. Students wrote done I Organizing for War Building the Military. Mrs.
Mrs.
told the students to discuss what else women could've been doing. Students discussed. Mrs. Evers asked Rafe what yelled from the section Building
Evers
the Military. Rafe told Mrs. Evers that hundreds of thousands of women serving. Mrs. Evers continued the discussion. One student read Some of their
jobs included ferrying bombers, towed targets, and taught men to fly. Mrs. Evers wrote what the student read on the board. Mrs. Evers continued to
discuss
the amount if time soldiers served during WWI, WWII. A student asked what the amount of time a soldier served today. Mrs. Evers said, "Two
years." The student asked if at any time he could be pulled when the government said. Mrs. Evers said yes. Another student asked if a draft was called, if

they would have to go. Mrs. Evers said no, and that could change in the future. Mrs. Evers referred to Mr. Salinas and his role in the military. A student
if teenage boys would be drafted. Mrs. Evers said no. A student asked Mrs. Evers if the rule could be changed. The student said that boys who were
asked

17 could
join. Mrs. Evers clarified that if they had parental permission, they could. The student asked if one could buy themselves out of the draft. The
student
gave an example of a person-Warren Buffet. Mrs. Evers told students to discuss an important fact from A Wartime Economy. Students told me
they pulled out that many industries opened. Asked students if they thought that made a huge impact? Students said yes. Mrs. Evers asked a student what
important facts she pulled out. Student said War Production Board-Supervising changes and production. Students continued to add to their timeline.

Mrs. Evers wrote Millions of jobs opened in factories. Mrs. Evers circled the word millions and asked students how that would impact the depression.

Students said it would go down. Mrs. Evers told student she would be asking them what events helped the depression. Mrs. Evers told students ey would
three minutes to complete C on their timeline. Students discussed Supporting the War Efforts. Students discussed writing down a sentence from the
have
to conserve needed resources, the government imposed rationing. Mrs. Evers asked a student what her group pulled from the text. Student read-All
text:
Americans
were expected to play a role in the war. A student asked what happened if you were a hippy and didn't support the war.

A student
told
Mrs. Evers the next fact to write on the outline is Rationing. Mrs. Evers wrote Rationing-setting limits on the amount of goods people can

have.

Every student in Mrs. Evers' class was on task and completed their outline. Many students had great questions during instruction that Mrs. Evers had on
the spot answers to.

Somerset Academy Stephanie Teacher Reflection

Classroom Observation Form
Teacher Name: Shannon Evers

Date: 3/3/15

Please complete the teacher reflection section within 48 hours of receiving this document and email it back to your
observer. We will meet to discuss your observation.
Please explain lesson objectives and anticipated learner outcomes of the lesson.
The objective for this lesson was for the students to learn and discuss U.S. involvement in WWII. The anticipated learner outcomes at the end of the lesson
were students would be able to see how the US built their military force and the rising role of women in the war.

How was this lesson modified for different learners?
This lesson did not need to be modified for different learners as it was a discussion based lesson, however, the partner discussion aided those students who
need assistance with the discussion. Notes will be given to those students who have IEP's and 504's that require them.




How often was the objective shared with the students? Beginning? Middle? End?
The objective was shared with the students at the beginning and the end of the lesson.





Why do you feel that the needs of all learners were met?
the needs of all learners were met as all students were actively involved in the discussion taking place and were able to answer questions when they
I feel
were randomly called upon.




Would you do anything differently if you were teaching this lesson again tomorrow? Why? Why not?
I would do differently in this lesson includes the technology I was unable to utilize today due to having no bulb in my projector. The clips I was going
What
to show
about the economy and the women's role in the war would have greatly added to the understanding the students were able to achieve.







Administrator: Admin

Shannon Evers
Teachers Signature _______________________________________________________________________
**Teacher signature denotes receiving the document and not necessarily agreeing with the content of the document**