Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Hannah Smith Observer: Marcia Davis Grade: 3

Date: November 8, 2017 Time: 11:40 Subject: SS - Economics

1. Classroom Climate/Culture - Student Behavior

YES NO
Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Comments:
She was very clear with her expectations
She positively reinforced
She used the clapping strategy to garner the students attention
She took away something that was distracting (hair clips) to a student
She used a call and response (T: 1,2,3 eyes on you S: 1,2 eyes on me & T: We are S: Combs)
She positively reinforced the students
She had a pleasant demeanor

2. Instruction - Instructional Time

Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Comments:
She used many materials to ensure an engaging lesson
She had a very high level of time on task

3. Instruction - Instructional Planning and Presentation

Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Comments:
This lesson will be connected to future activities, specifically on Leadership Day
It will also be tied into an economics unit in social studies
She did a fabulous job with employing many different teaching strategies

Actual Lesson:
T: OK, yall
T: We are talking about entrepreneurs
T: Like leadership tomorrow
T: I am going to state it first and then you repeat after me
She stated it
They said it all together
T: I have interviewed a few of you, but some of you might not have seen it
 T: Think about it for a few seconds
T: Now turn and talk
Everyone had a partner
Clapping strategy
T: Share what your partner said
S: We said the same thing
S: Entrepreneur is a business
S: They are working
S: An entrepreneur works sometimes by themselves but works for themselves
She showed the definition
T: Knowing the definition why would this picture work
S: The entrepreneur is going to a different direction because the employees might work for the entrepreneur
T: What is a good?
S: Forgot (She needed to provide sustained feedback to help the student give a response)
T: Call on a friend
S: Something people need
S: Water, food
T: Anyone else?
S: Hygiene stuff toothbrush (This answer was not the answer to the question posed)
T: A product
T: I love the amount of participation
S: Something is a service
T: What does Ms. Metkowski talk about?
The students stated together: Getting nails done
T: We talked about some that we are researching
T: Think about Walt Disney, Steve Jobs
T: What are some risks of starting a new business?
S: Getting fired or having employees not doing the right thing
T: Sit down (in a whisper voice great!)
S: Typed finding employees
T: What other risks?
S: Some people not wanting the products
T: If you create a product that no one wants, will you make any money?
S: No
T: Sit down (in a whisper voice)
S: If no one wants to go there
S: No one running business
S: Might not have people to create product
T: Run business by self
T: What has happened to them?
S: Lots of money
T: What might that product do? In order to do what?
S: Like get them to success
T: Example
S: Most people would like it
S: What it looks like
T: Advertising it
T: To solve a problem.
 T: What do?
T: Toothbrush
S: Clean teeth
She showed a quote about risk
T: How does it apply to our learning?
S: I think it means taking risks at school and you dont know something, take a risk and try
Lots off students agree and making connections using a symbol
T: If you dont take a risk, you are guaranteed to?
S: Fail
She brought the multiplication pre-test example
She showed an example
T: What does he mean by with success, there are no shortcuts?
S: Success is not bad, you have to keep working
T: You have to keep working
T: You have been practicing and working and . . .
T: Now we are moving toward our learning focus
T: Why might people want to become an entrepreneur?
S: They get to do more of the work and be a part of it
S: I think they might make money
T: Why might they want to become an entrepreneur another idea?
S: If someone doesnt have money, people can get them money
T: It ties in money, they are entrepreneurs to help others become entrepreneurs
T: These are the top five reasons
She used examples that students had already shared
She also gave examples that can correlate to the classroom
T: What one, by the number, resonates works for you
There were lots of different responses using their fingers (great)
T: Can you think of some other entrepreneurs?
S: Bill Gates
S: Ole Kirk Christenson
T: What did he create?
S: Legos
T: How old?
There were lots of guesses (older ages) shouted out
T: You are about to be proven wrong
T: He was guess how old
Lots of guesses (younger ages) shouted out
T: How many of you are 9?
Several hands
We are going to watch this video
T: What did Mo do to become an entrepreneur?
S: He liked to dress up, he couldnt find bow ties, so he created a business
S: The price was up. The demand was up, and supply was down.
T: It cost $10-$15 to make, but it sold for $45 or $50
T: He wasnt . . .
T: The people who work for him get
S: Bow ties
S: Money
 T: Jjjjjj (good sustained feedback)
T: Jobs
T: What are you going to be doing? You are going to be an entrepreneur
T: Think of the why and write it
T: You can draw, write, or concept map it
T: I am going to dismiss you by rows to get paper
T: You may whisper
She clarified the instructions
100 percent of the students were engaged
The students reviewed the reasons why people become entrepreneurs
The students self-assessed their learning with thumbs up or thumbs down

4. Instruction - Instructional Monitoring

Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Comments:
She asked many questions during the discussion
She asked questions at different levels
She worked hard to include many students in the discussion
She utilized Turn and Talk to give each person a chance to share
The students had a chance to tell what their partner had stated
Every student had the opportunity to explore being an entrepreneur

5. Impact on Student Learning - Facilitating Instruction

Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Comments:
There was a clear learning goal which was shared with the students at multiple times throughout the lesson
It was clearly aligned with the NCSCOS

6. Evaluation/Assessment - Instructional Feedback

Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments:
She provided feedback during the Q and A
She needed to work on telling students if information is incorrect in a kind, supportive way
She needed to continue to work on providing sustained feedback
Strengths: Areas on which to focus:
The lesson was engaging. She needed to focus on entrepreneurs having an
It was well planned an implemented. original idea in order to differentiate between being
She had her materials ready. She had prepared a business owner and being an entrepreneur.
the Smartboard slides She still needed to slow down the pace of her
She utilized I do, We Do, You Do with the Five speech at the beginning of the lesson.
Reasons Why People Become Entrepreneurs. She needed to consistently utilize sustained
She incorporated lots of strategies including Turn feedback.
and Talk, Discussion, Group Response Using
Fingers to Signal, Video, and Drawing.
She used quotes that were easily understood by
the students. They were able to connect the
quotes to their own learning
She called on many different students throughout
the lesson.
This lesson was excellent!

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes?
She utilized great behavior management strategies.
Was the Teaching Behavior Focus goal achieved?
Ample Opportunities for Student Response Wow, she did a great job giving students many opportunities to take
part in the lesson!
Calling on a Variety of Students She made great progress with calling on a variety of students.
Wait Time She needed to keep working on wait time.
Student Intern Signature:__________Hannah Smith________________________ Date:______11/10/17_______

Mentor Teacher Signature:___Erin Metkowski___________________ Date:___November 17, 2017__ _________

University Supervisor Signature: Marcia Davis (Electronic Signature) Date: November 8, 2017