Kristen Denicker Classroom Observation

ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

EVALUATOR FORM

Teacher ID: N/A Teacher Name: N/A

School Year: 2016-2017 School Name/DBN: 25Q194-J.H.S. 194 William Carr
_____________________________________________________________________________________

CLASSROOM OBSERVATION: In each observation, all components for which there is observed
evidence must be rated. Each form must contain lesson-specific evidence for each of the components
observed during a classroom observation.

This observation was: (check one)

Formal Observation (full period) X Informal Observation (15 minute minimum)

X
Date of Observation: 3/15/2017 Time/Period: 9:11- 9:30am Period 2

Component/Rationale for Score

1a (obs): Demonstrating knowledge of content and pedagogy 4 - Highly Effective

Purpose: WWBAT demonstrate our knowledge of Japanese-American

Internment Camps by having a fishbowl discussion
Do Now: (5 min)
Review any information you need before we start our fishbowl discussion

On the board following the Purpose and Do Now the topic for the fishbowl
was:
Was Franklin Delano Roosevelt justified in relocating Japanese Americans to
internment camps? Why or why not.

You displayed extensive knowledge of the important concepts in the discipline

and how these relate both to one another and to other disciplines.

1e (obs): Designing coherent instruction 4 - Highly Effective

As indicated in your lesson plan:

Topics Covered:
WWII Background- Why did America get involved? What was Japan doing
during this time?
Unbroken- Louies journey before, during, and after the war
The Biography of Min Okubo- Her specific life experiences, as well as
other Japanese-Americans

The sequence of learning activities follows a coherent sequence, is aligned to

instructional goals, and is designed to engage students in high-level cognitive
activity.

2a: Creating an environment of respect and rapport 4 - Highly Effective

During the fishbowl, there were many interactions between the students. On
several occasions students began speaking at the same time but waited or
paused for one another to contribute to the discussion.

Students used phrases such as I understand your point but you have to
understand or like Denae said put in FDRs perspective. or I want to
agree with Abdullah of why he isnt justified

Classroom interactions among students are highly respectful, reflecting

genuine warmth, caring, and sensitivity. Students exhibit respect for the
teacher and contribute to high levels of civility among all members of the class.

2d: Managing student behavior 4 - Highly Effective

Student behavior is entirely appropriate. There was no student misbehavior.

3b: Using questioning and discussion techniques 4 - Highly Effective

During the fishbowl, one student indicated to another: I dont think you are
addressing the question, justified means a fair reason

Students made references to support their answers from varied sources: 1984,
Lord of the Flies, Unbroken, www.ushistory.org, and Expeditionary Learning.

Students formulate many questions, initiate topics, challenge one anothers

thinking, and make unsolicited contributions. Students themselves ensure that
all voices are heard in the discussion.

3c: Engaging students in learning 3 - Effective

While many students were actively involved in the discussion (they tapped in
and out of the inner circle on more than one occasion) there were students that
never entered the inner circle.

The learning tasks and activities are fully aligned with the instructional
outcomes and are designed to challenge student thinking, inviting students to
make their thinking visible. This technique results in active intellectual
engagement by most students with important and challenging content.

3d: Using assessment in instruction 3 - Effective

Students appear to be aware of the assessment criteria, and the teacher

monitors student learning for groups of students.

4e (obs): Growing and developing professionally N/A

Teacher ID: N/A Teacher Name: N/A

ASSESSMENT OF PREPARATION AND PROFESSIONALISM: In this section of the form, evaluators

should rate evidence for components 1a, 1e, and 4e that was observed within fifteen (15) school days prior
to the classroom observation as part of an assessment of a teachers preparation and professionalism. Each
form must contain teacher-specific evidence for each of the components observed.

Component/Rationale for Score

1a (p&p): Demonstrating knowledge of content and pedagogy N/A

1e (p&p): Designing coherent instruction N/A

4e (p&p): Growing and developing professionally N/A

Additional Evaluator Notes (please attach more pages, as necessary):

Thank you for welcoming me into your classroom on March 15, 2017. Below you can find some
feedback from my visit.

Areas of Celebration:
(2A and 2D): As stated above, students were an integral part of the fishbowl discussion. Students
exhibited their excitement when they ran up to the inner circle to tap into the discussion. Student - to -
student interactions were very friendly and respectful as evidenced by students waiting for one another to
speak.

Areas of Focus/Next Steps:

(3C and 3D): As stated above, there were many students involved in the fishbowl, however some students
did not enter the inner circle, other students entered more than once. Consider looking into other
alternatives to the fishbowl structure.

A fishbowl for opposing positions

This is a type of group discussion that can be utilized when there are two distinct positions or
arguments. Each group has an opportunity to discuss the issue while the other group observes. The
goal of this technique is for one group to gain insight about the other perspective by having this
opportunity to listen and formulate questions. After both sides have shared and listened, students are
often given the opportunity to discuss their questions and ideas with students representing the other
side of the argument.

A fishbowl for multiple perspectives

This format allows students to look at a question or a text from various perspectives. First, assign
perspectives to groups of students. These perspectives could represent the viewpoints of different
historical figures, characters in a novel, social categories (e.g. young, old, male, female, working-
class laborer, industrialist, peasant, noble, soldier, priest, etc.), or political/philosophical points of
view. Each group discusses the same question, event or text representing their assigned perspective.
The goal of this technique is for students to consider how perspective shapes meaning-making. After
all groups have shared, students can be given the opportunity to discuss their ideas and questions
with peers from other groups.

Source: https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl

It was a pleasure to visit you and class 821. If you have any questions regarding your feedback please do
not hesitate to ask.