Video Observation

Notetaking Tool
Observers name: Abby Johnson

Lesson observed: Rebecca

Hastings - Synonyms
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
1. How are students involved in the
lesson?
What is the extent of student
involvement?

2. Were there opportunities for

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

Notes
The students are asked questions. They are
active in their learning and have their own
resources to use (pictures, worksheets, etc).
While listening to the story, they were asked
to place their finger on their nose, which
kept them engaged.
The students did not ask questions, but they
had the opportunity to. They were able to
connect the words they were learning to
things they have and see in their everyday
life.

students make connections to

what they were learning?

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?

It is a very positive interaction. She is able to

connect with the students. She calls them by
name. She is able to correct and continue
through the lesson without losing focus.
Notes
1. They are active in their learning by
placing their fingers on their nose to show
their understanding. They also are able to
respond during the practice section by
identifying the synonyms.
2. The learning objective was made clear
and stated that they would learn about
synonyms.

3. What evidence did you see that

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

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

3. The students were assessed by creating

their own set of synonyms. They also
were able to identify synonyms
throughout the reading of the book and
the practice section with the worksheet.
4. She assessed the students throughout the
lesson by asking questions and using
formative assessments. For example, she
had them put their finger on their nose
when they heard a pair of synonyms.

1. The teacher was lecturing and asking

questions to guide learning for most of
the lesson.
2. The concept of synonyms was adequately
explained through visual representations
and childrens literature.

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?

3. She asked questions concerning things

that the students were already familiar with.
She asked questions about the book she
used to teach synonyms. She asked
questions and gave them time to think and
respond.

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)

4. They practiced their new knowledge of

synonyms through pointing to the synonyms on a
worksheet. This practice was aligned with the
students being able to identify synonyms.
5. The students were very restless so she had to
take time to redirect their focus and remind them
of expected behavior. She was prepared for her
lesson and the transitions from the different
sections were smooth.

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

 You know the children well and engage with each one individually,
using their names.
You did a great job of making the examples and content things
they could relate to.
The use of a book was a great tool to use in this lesson.
2 Questions for Consideration
What technology or resources could you have used to add a variety
of resources?
What behavior management techniques could you have used to
minimize the time you spent correcting the students?
1 Recommendation
Try to make your engagement something other than using the
word synonym. I think it would have been an awesome thing to
use in the teaching portion. You could even use something like
write down as many words as you can think of when talking about
something that is hot.