MentorObservationChecklist

Mentor:RoseGoodmanFellow:AmadiHemphillDate:12/15/15Time(BegEnd):1:102:10

ClassroomEnvironmentandDispositions
Evidenceofpositiveaffect,respectfulcommunication,and
trustingrelationships(MutualRespect)
Evidenceofauthenticrelationshipswithstudents
Clearandconsistentbehaviorexpectationswithstudents
playingaroleindecisionmakingandproblemsolving
Anticipationofproblemsandawarenessoflackofstudent
understanding
Effectiveinterventionandresponsetoproblemsandlackof
understanding
Useofnaturalandlogicalconsequencesversuspunitive
interventionstoaddressstudentbehavior
Emphasisonengagementversuscompliance
Emphasisonintrinsicversusextrinsicmotivation
Evidenceofastrongsupportivecommunity,laughter,and
studentprideintheirwork(Joy)
PlanningandInstruction
Clearlearningobjective(s)andactivitiesthataligntothe
objective(s)
Appropriatechoiceinactivityorinstructionalmethod
Useofavarietyofmodalitiesandmaterialstoincrease
studentinterest,encourageparticipation,andaccommodate
variouslearningpreferences
Evidenceofflexibilityandincorporatingopportunitiesfor
studentvoiceandautonomy
Effectivepacingwithoptionsforearlyfinishers
Adequateexplanations,demonstrations,and/ormaterialsto
supportstudents'understanding
Useofauthenticlearningexperiences,inquirybased
instruction,andopenendedquestioning(Studentas
Expert)
Opportunitiesforstudentstopredict,experiment,andsolve
realworldproblems(Purpose,Persistence,andAction)
Evidenceofconnectionsbetweenconcepts,studentinterest,
andtherealworld(Purpose,Persistence,andAction)
Opportunitiesforstudentbrainstormingandcreation
Evidenceofwhyandhowquestionsthatencourage
analysisandreasoning
Appropriatescaffoldingandaccommodationsfor
strugglingstudents
Evidenceofdifferentiationbasedoninterest,ability,and/or
readiness
Frequentuseoffeedbackloops
Useofselfandparalleltalktoencouragelanguageuseand
modeling
Useofadvancedlanguageandvocabularyappropriateto
thegradelevel,topic,andconcept

ifseen

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Comments

Continuestodowellwithclassroom/behavior
management.
Maintainsapositiveattitudewheninteracting
withstudents.
Appearsconfidentwheninchargeofthe
wholeclass.
Createslessonsthatholdstudentinterestand
effectivelypaceslessonssothereisverylittles
downtime.Asaresult,thereareminimal
disruptionsduringinstructionaltime.

*SWBATchangetheorderofaddendsand
determinethatthesumremainsthesame.
Themathperiodbeganwitha5minutemath
factsworksheetgoodwaytowarmupthe
studentsforthemathlesson.
Thestudentswerecalledbacktothecarpet
andaskedtotaketheirspotsonthe
perimeter

usedadvancedvocabulary.
Oncethestudentsweresettled,whiteboards
werepassedoutandpartnerswereassigned.
Youcreatedagiantcardboarddiethatwas
rolledtogetthetwoaddendsfortheaddition
problemsthestudentsweretowriteonthe
whiteboardsverycreativeandagreathook!
Thepartnerstookturnswritingtheaddition
equationsonthewhiteboards,switchingthe
addends,andcheckingeachothersanswers.
Theequationswerealsowrittenonthelarge
board.
Youhadthestudentsholduptheirwhiteboards
aftereachsetoffactssoyoucouldchecktheir
answersgreatwaytoinformallyassessand
checkforcomprehensionbeforemovingonto
thenextpartofthelesson.
Thedirectinstructiontookplace
after
this
handsonintroductoryactivity.Youallowed
thestudenttoexploretheconceptbefore


Useofaclosingthatsummarizesthelessonslearnedand
previewsconnectiontothenextlesson

presentingthemoreabstractversion.You
providedtheopportunityforthestudentsto
makeconnectionswhichwillleadtobetter
understandingnicelydone!
Youaskedthoughtprovokingquestionsand
usedselftalk:
DoyouthinkifIswitchmyaddendsIwillget
thesameanswer?
Idontknow.Letmesee.
Youwereright!(studentsasexperts)
Yougaveanotherexampleintheformofa
wordproblemandusedastudentsnameinthe
problemgoodwaytoshowthemhowtoapply
thesameskilltoanothertypeofproblemandto
relatetotheirworld.
Anappropriatenumberofexamplesandan
adequateamountofpracticewereprovided
beforethestudentswenttotheirdeskstowork
independentlyonamathworksheet/activity
youdidagoodjobscaffolding.Thestudents
werereadytoapplytheirnewlyacquired
knowledge.
Youcirculatedthroughouttheclassroomwhile
thestudentsworkedandprovidedhelpwhere
needed.
Yougavethestudentsintermittenttransition
cues:
Fivemoreminutes.
Onemoreminute.
Youclosedthelessonbycallingthestudents
backtothecarpet,reviewingthelesson,and
checkingforcomprehension.

MentorObservationChecklist

Mentor:_______________Fellow:___________________Date:___________Time(BegEnd):______


Assessment
Monitoringofstudentunderstandingandeffectivelydeals
withmisconceptions
Assessmentalignswiththeobjectiveandlessonactivities
Useofformativeassessmentsthatvaryinmodalityand
material(WideRangingEvidenceofStudentLearning)
Useofformativeassessmentsthatfocusonskillsand
content(WideRangingEvidenceofStudentLearning)
Useofformativeassessmentsthatevaluatestudentlearning
inthe4I's(WideRangingEvidenceofStudentLearning)
Useofdatafromassessmentstoguideinstruction

ifseen

x
x

Comments

Youusedthewhiteboardstoinformallyassess
thestudentsduringthelesson.
Youobservedstudentprogressastheworked
attheirdesks.
Youusedanexitslipasafinalformof
assessmentattheendofthelesson.Thedata
collectedfromtheexitslipcanbeusedto
documentstudentprogressandalsotoplanthe
nextlessonand/orremediationifnecessary.