BYU-Idaho ED 346 and ED 346E Observation

Teacher Candidate: Date: # of Students: Observation: Grade Level: Subject(s) Taught:

Jordan Going 1/19/17 7 #1 4th Unaccented final syllables

1. Unsatisfactory 2. Basic 3. Proficient

Domain 2: Creating an Environment of Respect and Rapport
2c: Managing Classroom Students not working with the teacher Students not working directly with the Students are productively engaged
Procedures are not productively engaged. teacher are only partially engaged. during small-group or independent
Management of: Transitions are disorganized, with much Procedures for transitions seem to have work.
loss of instructional time. been established, but their operation is Transitions between large- and small-
Instructional groups
There do not appear to be any not smooth. group activities are smooth.
Transitions established procedure for distributing There appear to be established routines Routines for distribution and collection
Materials and and collecting materials. for distribution and collection of of materials and supplies work
supplies A considerable amount of time is spent materials, but students are confused efficiently.
Performance of non- off task because of unclear procedures. about how to carry them out. Classroom routines function smoothly.
instructional duties Classroom routines function unevenly.

2d: Managing Student The classroom environment is chaotic, The teacher attempts to maintain order in Standards of conduct appear to have
Behavior with no standards of conduct evident. the classroom, referring to classroom been established and implemented
Expectations The teacher does not monitor student rules, but with uneven success. successfully.
behavior. The teacher attempts to keep track of Overall, student behavior is generally
Monitoring of student
Some students disrupt the classroom, student behavior, but with no apparent appropriate.
behavior without apparent teacher awareness or system. The teacher frequently monitors
Response to student with an ineffective response. The teachers response to student misbehavior is student behavior.
misbehavior inconsistent: sometimes The teachers response to student
harsh, other times lenient. misbehavior is effective.
Domain 3: Student Engagement
3a: Communicating with At no time during the lesson does the Provides little elaboration or explanation States clearly what students will learn
Students teacher convey to students what they about what students will be learning Explanation of content is clear and
Expectations will be learning. Explanation consists of monologue, with invites student participation and
Students indicate through body minimal participation or intellectual thinking
Directions/procedures
language or questions that they dont engagement by students. No content errors
Explanation of understand the content being Teacher makes no serious content errors Describes specific strategies students
content presented. but may make minor ones. might use, inviting student to interpret
Use of oral and Teacher makes a serious content error Explanations of content are purely them in the context of learning
written language that will affect students understanding procedural, with no indication of how Students engage with the learning task,
of the lesson students can think strategically. indicating they understand what they
Students indicate through questions that Teacher must clarify the learning tasks so are to do
they are confused about the learning students can complete it. If appropriate, teacher models the
task. Vocabulary and usage are correct but process to be followed in the task
unimaginative. Vocabulary and usage are correct;
Attempts to explain academic vocabulary explanations of academic vocabulary
are only partially successful. are included
Vocabulary is too advanced, or too Vocabulary is appropriate to students

3b: Using Questioning and Questions are rapid-fire and convergent,
Discussion Techniques with a single correct answer
Quality of questions Questions do not invite student thinking
All discussion is between the teacher
Discussion techniques
and students; students are not invited to
Student participation speak directly to one another.
Teacher does not ask students to explain
their thinking.
Only a few students dominate the
discussion.
3c: Engaging Students in Few students are intellectually engaged
Learning in the lesson.
Activities and Learning tasks/activities and materials
require only recall or have a single
assignments
correct response or method.
Grouping of students Instructional materials used are
Instructional unsuitable to the lesson and/or the
materials and students.
resources The lesson drags or is rushed.
Structure and pacing Only one type of instructional group is
used (whole group, small groups) when
variety would promote more student
engagement.
juvenile, for students.
Teacher frames some questions designed
to promote students thinking, but many
have a single correct answer and teacher
calls on students quickly.
The teacher invites students to respond
directly to one anothers ideas, but few
students respond.
The teacher calls on many students, but
only a small number actually participate
in the discussion.
The teacher asks students to explain their
reasoning, but only some students
attempt to do so.
Some students are intellectually engaged
in the lesson.
Learning tasks are a mix of those
requiring thinking and those requiring
recall.
Student engagement with the content is
largely passive; the learning consists
primarily of facts or procedures.
The materials and resources are partially
aligned to the lesson objectives.
Few of the materials and resources
require student thinking or ask students
to explain their thinking.
The pacing of the lesson is uneven
suitable in parts but rushed or dragging
others.
The instructional groupings used are
partially appropriate to the activities.
ages and level of development
The teacher uses open-ended
questions, inviting students to think
and/or offer multiple possible answers.
The teacher makes effective use of wait
time.
Discussion enable students to talk to
one another without ongoing
mediation by teacher.
The teacher calls on most students,
even those who dont initially
volunteer.
Many students actively engage in the
discussion.
The teacher asks students to justify
their reasoning and most attempt to do
so.
Most students are intellectually
engaged in the lesson.
Most learning tasks have multiple
correct responses or approaches
and/or encourage higher level thinking.
Students are invited to explain their
thinking as part of the completing
tasks.
Materials and resources support the
learning goals and require intellectual
engagement, as appropriate.

3d: Using Assessment in The teacher gives no indication of what There is little evidence that the students The teacher makes the standards of
Instruction high-quality work looks like. understand how their work will be high-quality work clear to students.
Assessment criteria The teacher makes no effort to evaluated. The teacher elicits evidence of student
determine whether students understand The teacher monitors understanding understanding.
Monitoring of student
the lesson. through a single method, or without Students are invited to assess their own
learning Students receive no feedback, or eliciting evidence of understanding from work and make improvements; most of
Feedback to students feedback is global or directed to only students. them do so.
Student self- one student. Feedback to students is vague and not Feedback includes specific and timely
assessment and The teacher does not ask students to evaluate oriented toward future improvement of guidance, at least for groups of
monitoring of their own or classmates work. work. students.
progress The teacher makes only minor attempts
to engage students in self- or peer
assessment.
3e: Demonstrating Flexibility The teacher ignores indications of
and Responsiveness student boredom or lack of
Lesson adjustment understanding.
Response to students The teacher brushes aside students
Persistence questions.
The teacher conveys to students that
when they have difficulty learning it is
their fault.
In reflecting on practice, the teacher
does not indicate that it is important to
reach all students.
The teacher makes no attempt to adjust
the lesson in response to student confusion.
Teacher makes perfunctory attempts to
incorporate students questions and
interests into the lesson.
The teacher conveys to students a level of
responsibility for their learning but also
his/her uncertainty about how to assist
them.
In reflecting on practice, the teacher
indicates the desire to reach all students
but does not suggest strategies for doing
so
The teachers attempts to adjust the
lesson are partially successful.
The teacher incorporates students
interests and questions into the heart
of the lesson.
The teacher conveys to students that
she has other approaches to try when
the students experience difficulty.
In reflecting on practice, the teacher
cites multiple approaches undertaken
to reach students having difficulty.
When improvising becomes necessary,
the teacher makes adjustments to the
lesson.

Observation Narratives:

New children came to Walk to Read so an impromptu group change was necessary. Children were quickly divided into groups and introductions were made. The lesson then
began with the words present and present being used the wrong way in a sentence. Another example was given with the words record and record. Children were asked what
was wrong with the way the words were used. After a discussion an explanation of unaccented final syllables. Word cards were then shown with the er, ar, or ending
missing. Children were asked to apply the unaccented syllable rule to decide which ending is the correct spelling. Children were asked to raise their hands when they knew
the answer. A child continued to blurt the answer but was ignored and a child who was following instructions was called on. After this activity children were each given a
baggie with words to sort. They were told to read the words out loud as they sorted. Children began working and were reminded to speak up so they could be heard as they
read. They were then asked about the word sort and told to shout out the answer. All children responded. A poem was then read out loud. Children were given a copy of the
poem and asked to circle the unaccented syllables. Children began working. When they were all finished the whole class read the poem together. Children were then asked
to turn their papers over and write their own poem using words they had just worked on or other words that followed the same unaccented syllable pattern.

Commendations:

Specific instructions were given during each step of the lesson so students knew what learning and behavioral expectations were.
Lesson progressed from direct instruction to guided practice then to embedded phonics where students were apply skills within the context of a poem.
Negative behaviors were ignored which made them stop because children didnt get the attention they were seeking.
The lesson moved quickly and gave all children opportunities to be engaged in a variety of activities.

Areas Needing Improvement and Other Comments:

How can you give all children an opportunity to respond to each question asked?

Ignoring blurting behavior was effective because the child eventually stopped. However, the blurting out took away thinking time from the other students. Be sure to
establish class rules and enforce them.

Amy Clark January 19, 2017

Signature of Evaluator Date