EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY ONE

Candidate: Brianna Feagin_____
Mentor Teacher: Mrs. Larkin-Smith
Date: _1/20/15______ Content Area: _math ___ Lesson Topic: Cross-Sections
___
DOMAIN 2: INSTRUCTION
APS 4: ESTABLISHING AND MAINTAINING HIGH EXPECTATION FOR LEARNERS
An effective teacher establishes, clearly communicates and maintains appropriate expectations for
student learning, participation and responsibility.
A. What did the teacher expect the students to learn from the lesson? How did the teacher convey
the purpose and relevance of the lesson to the students? In what ways did the students
demonstrate that they understood what the teacher expected for them to learn?
Students were expected to learn what a cross section is also called a plane and that it can cuts a 3D figure
vertically (perpendicular) or horizontally (parallel). Mrs. Larkin-Smith conveyed the purpose and relevance
of the lesson by explaining to them when and where they could use cross sectioning. Also, she wanted the
students to understand that vertical is synonymous with perpendicular and horizontal is synonymous
with parallel. The students are preparing for a new standardized test and Mrs. Larkin-Smith wanted to
make sure that the students would be familiar with both terms because they do not know which will be
used on the exam. Students answered questions from the notes that they took and were not allowed to
use notes.
B.

What did the teacher expect the students to do during and after the lesson? How did the teacher
convey expectations for student participation and for accomplishing related assignments and
tasks? In what ways did the students demonstrate that they understood what the teacher expected
them to do?

During the lesson students are required to copy in their journals the anchor chart word for word, they were
given about 15 minutes to copy all 3 of the charts. When the students had finished copying, they were
asked to go over them instead of yelling out Im finished or Im done. They were asked to do that so
that they would not distract others that were still copying and would be able to converse about the topic as
they moved on to the next part of the lesson. After all the students were finished with copying the charts
they were ask to put away their notes and answer questions that Mrs. Larkin-Smith asked about what they
had just copied. If students did not participate willingly she called on them, this did not happen often. For
the most part the classes participated in classroom activities.
C.

How did the teacher help the students take ownership of the learning (e.g., by making the learning
relevant to the students, using scaffolding, providing opportunities for students to engage in selfassessment and reflection, teaching compensatory strategies when necessary)?

Students were made accountable for their learning by taking the notes and they were able to take them in
any style they wanted to, they knew that after the 15 minutes were up that they were going to have to
explain and show their understanding of what they had copied. Also the students were asked to come back
at the end of the day for their homework, those who did not receive lower grades.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY TWO

Candidate: Brianna Feagin_______
Mentor Teacher: Mrs. Larkin-Smith____________
Date: _1/21/15________ Content Area: Math____ Lesson Topic: _CrossSections____________
APS 5: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING
An effective teacher promotes student learning through the effective use of appropriate instructional
strategies.
A.

What was the content of the lesson?

Cross-Sections were the focus and being able to identify they type of cross-section. Their DO NOW
question was What is the result of a cross-section of a parallel plane and a rectangular prism?

B. What instructional strategies did the teacher use during the lesson?
Integration of Technology: provided students with an interactive multiple choice test website that game
them visuals of how a cross- section looks.
Free response: Students are encouraged to call out answers during activities only.
Open Questioning: Mrs. Larkin-Smith asks open ended questions and allowed the students to answer
based off of what they already know. When students answer she does not always give a correct or
incorrect reply she allows students to verify their answers and explain how they come to their conclusions.
She will ask for their justification if one word answers are given. To encourage high thinking, Mrs. LarkinSmith will give wrong answers or options to see if the students will catch the mistake.
Assessing: She will do an occasional assessment to see if the students are picking up the information. She
does this by asking for a show of hands of those who understands and those who needs further
explanations. Also, she will ask questions from previous lessons to make sure that they remember previous
information. At the end of the class period, students have a chance to sit in the Griot Chair, where they
tell what they have learned. This is done as a closure.
Written Responses: Students are to answer by writing on their own sheets of paper.
C.

In what ways did the teacher vary the instructional strategies during the lesson, and why?

She uses a variety of strategies in order to keep the students engaged and prevent them from becoming

complacent in their learning. By mixing it up it requires the students to pay close attention to what they
are doing and how they answer the questions.
D.

What evidence suggests that the instructional strategies were or were not- effective in terms of
promoting student learning and success?

By asking for justification this is her way of assessing their understanding of the content.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY THREE

Candidate: Brianna Feagin ___
Mentor Teacher: Ms. Young & Mrs. Larkin-Smith_____
Date: 1/22/15___ Content Area: Science & Math______ Lesson Topic: Classifying Clouds
& Cross Sections___
APS 6: PROVIDING CONTENT FOR LEARNERS
An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or
she is able to provide the appropriate content for the learner.
A.

What evidence suggests that the teacher did-or did not- have a thorough knowledge and
understanding of the content? If content errors were made, did the teacher recognize and correct
them?

Ms. Young was able to give content without the use of materials (PowerPoint, notes, etc.) and could
integrate other subjects into lesson as well as real life applications. During her instruction she caught
herself when she was giving a different definition that she had given the previous class.
Mrs. Larkin-Smith was able to correct student and even trick the students a few times to get them in the
habit of justifying their answers.
B.

What was the content of the lesson, and how did the content relate to the learners and their
learning?

Ms. Young:
Classifying Clouds using the vocabulary terms: cumulus, cirrus, and stratus. They were also expected to
know how each classification looked, its elevation, and weather association. She asked the students to
compare the clouds to see what they had alike. Ms. Young related content to everyday life scenarios such
as painting, walking to grandmas house, or going to the beach.
Mrs. Larkin-Smith:
Cross-sections. The content was the same as they have been working on all week. The students were

given a worksheet and were to complete it together but wrote it down and did not share. They were also
given 6 problems to complete that showed the 2 cross-sections and shade in the shape leftover. Before
allowing them to start class work the teacher gave a quick review of the cross section vocabulary. The next
activity they did included clay, they were to manipulate it into 3D models that they could demonstrate the
different shapes that are created from cross sectioning.
C.

How did the teacher organize and present the content in order to make it clear and meaningful to
the students and to promote higher levels of knowledge, skills and/or cognitive processing?

Ms. Young:
To begin class she starts with a review. The review is over what they have been learning; this is done
without any notes. The students are asked to take out their Cornell notes so they can look off of it and also
add additional vocabulary words. The notes were also projected on the board in bullet point so the
students would know how to copy them onto their note sheet. When going over the notes she tells the
students what information to write. When Ms. Young asks a question she does not pick a student right
away she gives herself and the students wait time and then she calls on a student. Academic conversation
is the main instructional strategy used in her class. Ms. Young builds on conversation by asking open
ended questions that allows a free response from students. Also this gives her a chance to make content
relatable to students. For homework they were asked to fill in the memory section.
Mrs. Larkin-Smith
The content was given on a photo copied worksheet with not too many images or information on the page.
The images on the paper required the students to think abstractly and be able to visualize the cross
sections made by the planes as well as color in the shape that was made by the cut. This was a challenge
for some because it was higher thinking

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FOUR

Candidate: Brianna Feagin ___
Mentor Teacher: Ms. Young____
Date: 1/23/15_____ Content Area: Science______ Lesson Topic: District wide pilot
testing __
APS 7: MONITORING, ASSESSING AND ENHANCING LEARNING
An effective teacher maintains a constant awareness of student performance throughout the lesson in
order to guide instruction and provide appropriate feedback.
A.

B.

What was the content of the lesson?

How did the teacher monitor student engagement, understanding and performance during the
lesson?

C.

D.

What adjustments, if any, did the teacher make during the lesson, and why?

What types of instructional feedback did the teacher provide to the students, and how effective
was the feedback in terms of enhancing student learning?

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FIVE

Candidate: Brianna Feagin ___
Mentor Teacher: Ms. Young______
Date: 1/26/15____ Content Area: Science__ Lesson Topic: Review for chapter test_

DOMAIN 3: ENVIRONMENT
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING
An effective teacher creates and maintains a classroom environment that encourages and supports
student learning.
A.

What was the content of the lesson?

Review of water cycle and clouds

B.

Describe the physical environment of the classroom.

The room is warm because it is in the exterior of the school, the students walk outside to get to the
classroom and it is cool to cold outside. The room is colorful with a word wall, data wall, posters

with science terms and/or pictures, models, and student work is displayed.
C.

What type of affective climate did the teacher create for the students?
The students sit at tables of 4 leaving a seat in between them. Having them seated like this
promotes cooperative learning with limited distractions such as touching or being in personal
space. This also allows them to move around better to be able to see the boards no matter which
side Ms. Young teaches from.

D.

In what ways did the teacher establish a culture of learning in the classroom (e.g., by facilitating
inquisitiveness, motivating to learn, cooperation, teamwork)?
She has students sit in groups and at long tables instead of desk which allows them to be able to
feel more comfortable so they can focus more on the content instead of being stuffed in a
traditional desk or being too close to the person next to them. Ms. Young also asks a lot of
questions and occasionally allows students to freely respond without consequences. Students also
know that the PowerPoint is for learning and that they should devote their attention to what is being
projected on the STAR board

APS 9: MANAGING THE CLASSROOM

An effective teacher maximizes instructional time by efficiently managing student behavior, instructional
routines and materials and essential non-instructional tasks.
A. What were the teachers expectations for student behavior? In what ways did the students
demonstrate that they understood the ways in which they were expected to behave? How did the
teacher address inappropriate student behaviors, if any, during the lesson?
Students are expected to keep quiet, participate, raise their hands when a specific students name is
called; in order to reduce calling out and allowing that specific student a chance to answer the question
asked by Ms. Young. Students are also expected to face the direction that she is teaching from. The
students are mostly quiet and when they begin to yell out the answer they lower their voice to correct
themselves before they can finish their statement. For example: if a student yells out when Ms. Young calls
on another, she will remind that she called on a specific student or ignore students that yell out and recall
on the original student. A way that Ms. Young addresses inappropriate behavior is by calling out the
students who are not exhibiting positive behavior.
B.

In what ways did the teacher maximize-or fail to maximize- instructional time?

To maximize instructional time she moves at a steady pace in order to hit the most important information.
If the students have a full understanding, she may skip some repetitions. When running out of time she will
ignore some behavioral issues and give hints to answers of questions that she may ask if no one has the
correct answer right away. She allows students answer the class phone when it rings so that she does not
have to stop instruction.
C.

How did the teacher manage non-instructional routines and transitions between activities and/or
classes?

Students are allowed to exit the room and move to their next class on their own. The class that is coming
into the class next must wait outside until the entire previous class has exited. When it is time for lunch,
students line up outside after putting their book down at their assigned seats. After lunch they walk back
to the room quietly in a single file line stopping at each doorway. Once they make it into the class they
begin drop everything and read. In the last period, the students place chair on top of the table and wait
for the intercom to announce when carpoolers can leave and the arrival of buses.