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EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment


Observation Form 2
Observation Date: __March 16, 2016__ Observation Time: _45 minute Class Period
Teacher Observed: Mrs. Aycicek

Subject/Grade Level: Math/Grade 7

School Observed: _Science Academy of Chicago ___Observer:_Mustafa A Yazici

For the things you observed, place a check. Please explain further about the checked item
directly below the particular section. Provide overall comments and reflections at the end.
STUDENT BEHAVIOR (MAJORITY OF STUDENTS):
____ On Task ____ Off Task ____ Engaged _____ Learning Successfully
Explain: _Most of the students were on task and engaged with the instruction. I observed a
couple of students were chatty due to knew the materials before. I got this impression by giving
their correct answers to teacher. I have not observed truly if the learning took place or not.
TEACHER STRATEGIES OBSERVED:
___ Modeling
____ Question/Answer
_____ Lecture
____ Monitoring Groups
____ Listening
____ Problem Solving
_____ Evaluating
_____ Reading To Students
____ Modifying
____ Integrating Content ____ Guiding Cooperative Groups
___ Other _Mannupulatives, Games, & Applications_____________________

Explain: She did a very good job incorporating many opportunities for her students to collaborate

with one another. She assigned 1 step for each group to work on it and pass completed step to the
next group.
TEACHING MATERIALS BEING USED:
____ Manipulatives
__ __ Workbooks
___ Overhead Projector
__ __ Smart Board
_____ Chalkboard
____ Maps
____ Computer
____ Projector
_____ Books
____ Other Audio Visuals
___ None
_____ Other __________________________________________________________________

Explain: _At the beginning of the class, there were two questions on the startboard to engage
them right away when they come to class.
TYPE OF STUDENT GROUPING:
____ Small Groups

_____ Whole Group

_____ Pairs

_____ Individuals

Explain: _Students are divided into four groups. Each group is assigned to do their part of the
process solving real world problems using equations.
TYPE OF STUDENT ACTIVITY:
__ Worksheet
___ Journaling
___ Investigation

____ Listening
____ Discussing
_____ Laboratory

_____ Writing _____ Reading


_____ Performing
_____ Centers _____ Homework _____ Research
__ ___ Using Technology

___ Other ______________________________________________________________

Explain: _Teacher was introducing new content as a result it was teacher-led instruction most of
the time

MANAGEMENT/DISCIPLINE:
____ Stated Expectations for Behavior
____ Redirection of Inappropriate Behavior
____ Self-disciplined Students
_____ Materials Ready

___ __ Positive Reinforcement


____ Encouragement of Students
____ Effective Time Management
_____ Enthusiasm for Teaching/Learning

Explain: She seemed to me she knows the dynamic of the class. She handled classroom

issues professionaly by using most of the time positive reinformcement.

OVERALL COMMENTS AND REFLECTIONS:


This classroom was a Mathematics class for 7 th graders and there were a couple of students I think
they were gifted students by showing/expressing that they learned the materials already . There was no
differentiated instruction for those kids n the classroom other than helping other kids to understand.
Lesson delivery was predominantly teacher-led and a little bit creating opportunities for students to
collaborate with one another. There was no hands on activity what so ever. Learning goal posted, but
not stated at any time during the observed lesson. (They have double math class everyday however I
observed first 45 minutes of the class.) I have not observed specific accommodations for high level
learners or they were not evident for me at all. Kids were using appropriate signals to obtain help I think it
did not cause disruptions to lesson but it could be better across the class using the same type of signals. I
felt she was using data-driven instruction to engage majority of the class. It was clearly evident that she
was using assessment data to drive her instruction. She encouraged students to come on board to use
starboard and physically interact with it. There was almost no confusion since she used I do/We do/ You
do modeling to help minimize this kind of directional confusion. Those who knew the materials finished
their assignments early and had nothing further to work on so they sometime quietly engaged in off-task
behavior/activity or they were chitchatting until they are warned by the teacher. I liked the idea of
allowing students to post their own work on the classroom board. Several transition was effective as
student behaviors were acceptable during those(while materials were being passed out/prepared moving
from one activity to another) times .
Overall, the class lesson was productive and mostly all students finished their tasks but she could
provide enrichment/extension activities for her higher level learners.

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