Youtube link:

https://www.youtube.com/watch?
v=xBwYE4wMLHE&feature=youtu.be
Video Observation
Notetaking Tool
Observers name Ellen DeWitt
Rivera

Lesson observed Victoria

Purpose: To provide a framework for reflection and collaborative

conversations about teaching and learning.
Directions: Read over the guiding questions below. As you view
the video, jot down notes about what you see and hear. Note any
examples or evidence to support answers to the questions.

Student Engagement/Classroom
Involvement

Notes

1. How are students involved in the

lesson?
What is the extent of student
involvement?

Asked students question

They answered question
story
Students had time to thi
their own examples

2. Were there opportunities for

students to
ask questions? What kinds of
questions
were they asking?
How did the teacher help students
make connections to what they
were learning?

Read a book to provide e

text connections
Students stated their con
together they decided w
world, text, or self conne

3. Describe the interaction in the

classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor
student progress?

Notes

Students knew what the

yesterday was about
Told that they would be l
text connections
Used real life examples t
text-to-text connections
Students made connecti
story that they thought o
The teacher asked for ex
their connections to see
understanding

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, co-learning,
etc.)
2. How was content/concepts
presented to students? Was there
adequate explanation of the
concepts to ensure student
learning?

First the teacher lectures

text connections are, ne
facilitates
Chart paper and through
example

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

Asked for examples of w

seen someone/somethin
Teacher gave time for st
and writing
Students explained their

4. What tasks are students doing? Did

the students have the opportunity
to practice their new knowledge or
skill? Did the practice help support
the learning outcome?
5. How did the teacher manage the
learning environment? (Procedures,
securing attention, time on task,
etc)

Students are listening an

own connections
Students practiced their
worksheet about text co
Yes, the practice helped
learning outcome
Asked if they were done
more time when they sa
Students were attentive

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
Gave lots of think time!
Gave examples of your own life
Great job connecting to their own lives
2 Questions for Consideration
Consider projecting the worksheet they were
filling out on the board and filling it out with
them as they go
Consider stating explanations (stating why they
are making the connection) before they start
writing
1 Recommendation
Ask before, during, and after reading questions
for the Katrina book

Self Evaluation

Content Knowledge

o
o
o
o

I establish good eye contact with my class. I

do not talk over their heads, to the blackboard
or to just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o

o
o
o
o

o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.
I help the students form working principles and
generalizations.
Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.
I plan for "thinking time for my students so
they can organize their thoughts and plan what

Notes:
I frequently circulated around the room.
I know all of the students by name and call
on all children that raise their hand.
I am aware of the students that are sitting
away from the group.
I teach to all students

Notes:
Desks are arranged in a U-shape
I set up material that I needed prior to class
beginning.
Environment was cohesive with student
learning.

Notes:
All students were able to hear my voice.
Students had an ample amount of time to
complete activities and respond to questions
I provided adequate modeling of how
children should think when they are making
connections.
I used an anchor chart
I provided a description and examples for
making connections.

they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activites are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centered" activities which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn differently.
My exercises are varied, some ore visual, aural, oral
and kinesthetic. I provide models,
examples, and experiences to maximize learning in each
of these areas.
I finish my class period in a way which will review
the new concepts presented during the class period. My
students can immediately evaluate their understanding of
those concepts.
III. The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success
rate, leaving enough room for error to make the activity
challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.

Notes:
I am aware of the cultural differences in my
room.
While teaching the lesson I was respectful
and considerate of the different backgrounds
my kids come from.
I praise the students for how they thought
about making connections and for explaining
their thinking.

Students were involved in the

lesson.
Students were able to work
collaboratively during the
lesson.
I am aware students learn
differently and provide
adequate support for all
students.
All students had the
opportunity to talk during the
lesson if they wished.
The lesson was geared toward
the students level of learning.
Lesson involves different
types of learning styles.
Content is meaningful for the
students and relatable.

 I make the content of the activity relevant and

meaningful to my students' world.