Mentor Observation Tool #4 - Student Engagement

Name: Amanda Boyer___________________ Mentor: Alma Di Giorgio Date: 10/5/18____________

Grade Level/Subject Area: 9th-12th/Art 1 Observation Focus: Student Engagement/Color Theory

To complete the chart below, record each behavior in the appropriate box in five (5) minute intervals.

Student Engagement Occurrences During Notes

Behaviors Observation
(record in 5 minute intervals)
At Task X X X X X Students were tasked to get paint. Students had a color wheel
that they created (circles). Students painted inside the circles
beginning with yellow. Teacher instructed to add yellow with
red in their plastic palettes.

At Task w/Teacher X X X X X All students were engaged and on task throughout the lesson.
Teacher was walking around during the lesson and ensuring
students were on task. All student were enjoying their
assignment and working together.

Out of Seat

Off Task

Observation of Candidate Evidence

Using knowledge of students to engage Students had already created a color wheel prior to class. Based on
them in learning: that color wheel that contained the basic colors.

Connecting learning to students’ prior I didn’t see the daily agenda/objectives on the board.
knowledge, backgrounds, life experiences
and interests:

Connecting subject matter to meaningful Asked whether she plays soft music in the background to promote
real-life contexts: creativity and relaxation?

Using a variety of instructional strategies, Projected color scheme wheel.

resources and technologies to meet
students’ diverse learning needs:

Promoting critical thinking through inquiry, I suggested to the teacher to question students and ask students to
problem solving and reflection: reflect on the color changes that are happening in front of them as
they are mixing the colors. Ex; “What is happening?” “Why is this
happening?” “What are you doing to make this happen?”
 Monitoring student learning and adjusting
instruction while teaching:
Adapted from NTC Formative Assessment Tools – 8/16
Teacher commented- that it doesn’t have to be perfect.
Teacher instructed students on the proper way to clean a brush and
the reasoning/importance of doing this.
Suggested that more positive reinforcement is needed. Messages
such as “Great job”, ‘beautiful colors”, etc.
Students were asking how many they should have painted by then 4
or 5? Could have helped them by pointing to the color scheme once in
a while to guide them.
Students were confused and asking where to add the color. They
weren’t sure if they were supposed to add to the paper or palette
first. Teacher then said afterwards, “Palette is where you mix, then
paper.”