Year3Observation

Name:
ConnerGoetz
Date:2/24/16
Grade:8
Subject:GlobalStudies
Pre-ObservationMeeting:2/19
ObservationDate:2/24
Post-ObservationMeeting:3/1
ObserverName:AnnHanstad

LessonSummary:
Studentsparticipatedinavarietyoflearningactivitiesduringtheobservedclassperiod.Activities
included:currentevents,smallgroupdiscussion,wholeclasssharing,videoclipsandreading.
DomainId:DemonstratingKnowledgeofResources

Teacherdisplaysawarenessofresourcesanddigitaltoolsavailableforclassroomusethroughthe
schoolanddistrictandsomefamiliaritywithresourcesanddigitaltoolsexternaltotheschoolandon
theInternet.Teacherdisplaysawarenessofresourcesanddigitaltoolstoenhancecontentand
pedagogicalknowledgeavailablethroughtheschoolordistrictandsomefamiliaritywithresources
anddigitaltoolsexternaltotheschoolandontheInternet.Teacherdisplaysawarenessofresources
anddigitaltoolsforstudentsavailablethroughtheschoolordistrictandsomefamiliaritywith
resourcesanddigitaltoolsexternaltotheschoolandontheInternet.
Teacherseeksoutandusesavarietyofresources.Teacherisawareofresourcesexternaltothe
school,andhealsousesavarietyofonline/digitaltoolstoenhancelessonsandengagestudentsin
learning.Teacherisintentionalintheresources(bothtraditionalanddigital)thatheusesfor
individualsorgroupsofstudents.
EVIDENCE:
Inthepre-observationteacherexplainedthatthislessonwouldaddressthetopicoftheChina
One-ChildPolicy.Heexpressedthatthispolicycanbetiedtomanyquestionsfromstudents
andthuswouldusemanydifferentclassactivitiestoengageandsupportthestudentasthey
navigatethistopic.
Theteacherisinhisfirstyearandworkshardtoengagestudentsinboththesubjectmatter
andcontentrelatedissuesthatcanbeseeninthenewsorinschoolhallways.Duringthe
pre-observationthehecommunicatedhisinterestforwebsitesandtechtoolsthathecanuse
tostartclassasbothawarm-up,hookforthelessonandabridgetosupportstudentsin
viewingtheconnectionsbetweentheclassroomandtheirlife.
o TeacherusedFlip-Board,GoogleMapsandvariousvideoclipsduringlesson.
Theteacherisalsoworkingtogainmoreknowledgeofhisstudentpopulation.Herecognizes
thatalllearnersrequirevariousformsofscaffoldingtoaccessthematerial.Whileheidentifies
thatasanewteachertherearemanyresourceshestillneedstoexploring,hedoesmakesure

tousehismentor(fellowcontentareateacher)andthecurriculumtosupportmanydifferent
learningstyles.Hebelievesthatconstantlyfindingwhatworksforeachstudentispartofhis
journeyasanewteacher.
o Duringlessonteacherusednewsclippings,videoclipsandonlinearticlestosupport
classconversation.
o Teacherpausedonmultipleoccasionstoprovidetimeforstudentsquestionsand
feedback.
Sharewithyourneighbor.
Whatquestionsdoyouhave?
Howdoesthisconnect
o Teacheralsousedtheparaintheroomtocreatesmallgroupenvironmentsfor
individuallearnersrequiringadditionalliteracysupport.
Teachernotedinpre-observationthatacontinuedareaofgrowthinensuringcomprehension
regardingcontentmaterial.Duringthepostobservationadditionalliteracytoolswillbeshared
withtheteacher.
ThestudentshavemanydigitaltoolsavailabletothemontheiPadandthroughthecourse
Schoologypage,however,theteacherdidrecognizethatforsomestudentshardcopiesof
resourcesandassignmentsbettersupporttheirindividuallearningstyle.Heworkstoprovide
theseforeverylesson.
o Theendofthelessonwassetasideforsomesmallgroupworkusingthetext.The
teacheraskedthestudentstoreadafewpagesfromtheirtext(onlineorusingthebook)
andthenhavesmallgroupdiscussionusingreadingreflectionquestions.Onestudent
begantoreadaloudtoherpartner,withinseconds,thewholeclassquietedtolistento
thisstudent.Thestudentwasawareoftheincreasedaudience,madeadjustmentsto
herreadingpaceandvoicelevelandthenfinishedthesectionforthewholeclass.Upon
finishingtheassignedsectionafewstudentsshoutedthankyou!andthenallreturned
todiscussingquestionsasasmallgroup.Afascinatingobservation.

DomainIf:DesigningStudentAssessments

Teacher-studentinteractionsarefriendlyanddemonstrategeneralcaringandrespect.Interactions
areappropriatetotheages,cultures,anddevelopmentallevelsofthestudents.Interactionsamong
students,bothin-personandonline,aregenerallypoliteandrespectful,andstudentsexhibitrespect
fortheteacher.Theteacherrespondssuccessfullytodisrespectfulbehavioramongstudents.
Teachermakestimeandspaceduringclasstobuildrelationshipswithstudentsthatsupportlearning
andtheuniqueneedsofthemiddleschoolstudent.Teacheruseslanguagethatdemonstrateshis
knowledgeofstudentsneedsandpersonalities.Teacherisawareofthesocialdynamicsatplayin
themiddleschoolclassroom.
EVIDENCE:

 Inthepre-observationtheteachercommunicatedhisdesireforeverystudenttofindsuccess
inhisclassroom.Heacknowledgedtheneedfortrusttoexistintheclassroomtobuildthe
foundationforstudentlearning.
Itisevidentthattheteacherwantsstudentstofeelwelcomedintheclassroom.Beforeclass
studentshurriedintotheclassroomtosharetheireveninghighlightsandsocialhappenings
withtheteacher.Theteacherispatientwitheachstoryandprovidesfeedbackdemonstrating
hisunderstandingandacknowledgementoftheirstory.
Everystudenthastheirownhandshakewiththeteacher,thesecanbewitnessedasstudents
bothenterandexittheclassroomaswellasduringpassingperiods.
Teacherutilizedadiversityofstrategiestogaintheattentionofthestudentswhenneeded
bothforteacherdirectionandinstructionandstudentresponses.
Claponceifyoucanhearme.

Teacherutilized"3,2,1method"togainattentionofclassonanas-neededbasis.
Teachertoclasstogainattentionforstudentresponse:"waituntilyourclassmatescan
hearyou."
Teacherusesthespaceandhispresenceintheroomtosupportstudentsduringworktime.

AdditionalObservationandSummaryComments:
TeacherwouldmeetthestandardsforDemonstratingKnowledgeofResourcesand
Creatingan
EnvironmentofRespectandRapport
.
Post-observationquestions:
Inthepre-observationyounotedthatyouwantedtoensurethatallstudentsaregrowinginthe
abilitiestounderstandthematerialandnavigatethetext.Whatevidenceorobservationsdid
youmakeduringthelessontosupportthisgoal?Aretheiractionsorassessmenttoolsyou
plantouseinthefuturetodeepenyouunderstandingofstudentprogressaroundliteracyand
comprehension?
Asyouconsiderthescript/yourrecollectionoftheobservedlesson,inwhatwaysdidtherestof
theclassmatchyourexpectationsofthem?
Asyouconsiderthescript/yourrecollectionoftheobservedlesson,whatevidencedoyouhave
ofstudentunderstandingoftheChinaOneChildPolicy?
Ofalltheresourcesthatstudentswereusingduringtheirindependentworktime,whichonedo
youthinkismostvaluabletostudentlearning?

Developmentplans:

Asrequestedbyteacher-linkstoliteracysupportresourcesformiddleschoolstudentswereshared
duringpostobservation.