COLLEGIAL OBSERVATION

St. Ignatius College Preparatory

A.M.D.G.
Teachers Name: Eric Castro

Department: Social Studies

Observation Date: 27 January 2016

Observer: Christina Wenger

The purpose of the collegial observation is to provide teachers with the opportunity to
visit other classrooms and learn from their colleagues. These observations are collegial, not
supervisory, and are intended to promote collaboration.
LESSON SUMMARY
LESSON
OUTCOMES

AGENDA

Students receive information: a case study and a lecture on intelligence. No in

class assessment.
Canvas page up on monitor; projector screen guides class events.
1) Case study: Elizabeth Smart
2) Small Break
3) Lecture on Intelligence

OBSERVATION

Use the space below to record what happens during your visit.

Physical environment:
Desks are in front facing rows. Walls have some student-work posters on the back wall,
Erics racing numbers, and a few psych related posters and art. A large flat screen is in the
front left corner of the room, showing what the classs Canvas page looks like.
Before class, Eric chitchats with students about dress code. Both students and teacher
laugh.
Eric says, since it is Wednesday, hes going to start with a case study. Eric begins class with
a video of Elizabeth Smart playing the harp, then shares information about Mormon leader
Brian Mitchell, Immanuel David Isaiah. He contrasts this leader (= nutjob) with the
Jesus Christ Loves You city-famous man (= cool). He tells the story of Elizabeths
kidnapping and time with Mitchell. Kids groan, laugh, gasp, and freely ask questions as they
come up. When students ask questions, he tells students to hold onto them until later.
Almost all students are engaged in the story, though three have laptops open and are
working on homework and emails early in the story; they eventually close windows and
begin to focus on the story.
After telling the story, Eric shows a screen with a series of psychological questions the
situation raises. Then, he asks the students to respond to a few of the questions. He calls on
students with raised hands. When two students respond with answers, he shows screens
with information that build upon the each of the students answers, specifically learned
helplessness and Stockholm Syndrome.
Eric then goes on to show an interview of Elizabeth Smart. Eric makes a connection of the
story to the upcoming unit on Resilience and Grit. Many students turn to each other to share

reactions to information. They talk amongst themselves, mostly about the story of Elizabeth
Smart. Students ask questions, which Eric responds to, but theres so much reaction by
students, many students dont hear his responses. Eventually the conversation turns to
other things as Eric transitions. Its a natural break and students use it to relax for a couple
minutes. Some students go back to studying, texting, etc.
Eric regathers the class; he doesnt stop students from their side conversations but
continues sharing information, this time the focus is on Intelligence. Most students stop
their side conversations and turn their attentions towards him. Approximately 40% of
students follow along Castros discussion questions on their iPads or laptops. The rest rely
on the screen in the front of the room. He calls on students who raise their hands. He goes
on to give the technical definitions of intelligence and reification, supporting his stated
information with the projector screen. He continues to give more psychological theories of
intelligence and demonstrates examples of each. He shows a video of Stephen Wilshire who
functions as a 4th grader in reading and math ability, but can draw from memory what he
sees. Eric makes connections to different types of students: the students who can test well
but never study; the students who work really hard; the students who strategize to choose
where to focus. He ends on the idea of emotional intelligence and its importance.
At the end of class he tells students that theyll pick up next class with the idea of creativity
and take an IQ test. He asks students to stay in the room until the bell rings.

GENERAL COMMENTS & REFLECTIONS

In light of the principles of culturally responsive teaching, what activities, resources, or strategies did you observe
that you might be able to use in your class?

Students' cultural connections

are affirmed.
How are concepts/activities made
relevant to students
interests/experiences?
How are multiple perspectives
included in curriculum?
How does the teacher show

Eric draws on examples students know: the man who holds signs saying Jesus
Christ Loves You, high school student types.
Eric includes examples: a young white, female kidnapping victim, a
developmentally disabled but savant artist African American man. Both examples
are very different than the lives the students lead.

appreciation for students

knowledge of their cultures?

Teacher is personally inviting.

How does the teacher demonstrate
open and trusting relationships?
How does the teacher value student
input and perspectives?
How does the teachers tone of

Erics banter with students is about things the students care about: dress code,
student learning, college admissions, etc.
Eric affirms student responses and builds on them with further information. He
uses two responses as part of the information-sharing of the lecture.
Eric responds with enthusiasm to student participation: his voice is cheerful, kind,
and engaging.

voice demonstrate care and

respect?

Learning environments are

physically and culturally
inviting.
How is student work showcased in
and out of classroom?
Are multicultural images, photos,
artwork, dcor displayed?

Eric takes time to talk with students before and after the lecture about things that
interest them.
Student work appears on the back wall and in a portion of a side wall.
No specifically multicultural images are displayed. Most items on the wall are
psychology or Eric Castro-specific.

 Does the classroom ambiance

exude recognition and appreciation
of culture?

Other CRT Principles

Students are reinforced for
academic development
Instructional changes are made to

The classroom demonstrates enthusiasm and humor about the realm of

psychology.
Two students receive specific recognition for the contributions they make; another
receives, Great question, you all should hear this, but most students didnt hear
the response.

accommodate differences.
Classroom is managed with firm,
consistent, and caring control.
Interactions stress collectivity as
well as individuality.

FOLLOW-UP CONVERSATION

After your observation, please email or meet to discuss questions or comments.

Questions:
Real-time assessment?
Assessment comes later in quizzes and tests.
Im an outsider so I dont know the pattern of the class, but the connection between the
first half and the second was unclear to me. May I learn more about how case studies
function in the class?
Case studies happen every Wednesday. Theyre not connected to the particular unit. They
serve mini-CSIs, asking students to use deductive reasoning to name a disorder. This is
practice in the type of thinking required for the FRQ on the AP exam.

Note:

A copy of the completed observation should be placed in the Year-End Portfolios of both the observer
and the teacher. Additionally, the observer needs to provide a copy to Jeannie Quesada.