Focused Observation Form (3)
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School
Iowa State University *
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Course
380
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by malihs
Focused Observation Form
The questions below should be answered as you observe your cooperating teacher during the first week. Prepare a copy of this document in advance and use it for a single
lesson you observe. If you get the chance, discuss your notes with your cooperating teacher and ask any clarifying questions you have based on the things you noticed your teacher doing. This observation and discussion will allow you to better understand the “why” behind your teacher’s actions in the classroom and better prepare you for planning and teaching your own lessons. Responses to questions should be completed individually, and uploaded in Tk20 before you teach your first lesson
Lesson date:
February 16, 2024 Lesson time:
3
rd
hour
Grade/Subject:
US History (ELL)
# of students in class today:
18
Lesson objective:
Gallery walk about posters regarding immigration, leading into major US Laws 1.
How does the cooperating teacher begin the lesson? a.
What is the lesson “hook”? Students were asked to reflect on their personal experiences immigrating to the US or what their families might have experienced. Was it easy? Were you treated fairly?
b.
What procedures start the lesson? Usually a bell ringer of some type, or a preview for the lesson before diving in to it for the day. c.
How are goals, objectives, and expectations for students communicated? Students are aware of a strict routine set in place by the teacher early on. The teacher also will get students on a task and will speak to students individually if needed. d.
What does the cooperating teacher do or say to transition into the content of the lesson?)
She usually has a variety of things to do, and uses an interactive smart board to emphasize where students would be throughout their work and during the period
2.
How does the cooperating teacher maintain engagement during the lesson? (Comment on materials, variety in expression/tone/volume, strategies, redirection, etc.)
She has excellent redirection skills and a voice that carries as well as a timer that everyone can hear when we do stations or students are allowed work time in class. 3.
What does the cooperating teacher do to address behavior during the lesson? (Comment on words or directions, tone, consequences, etc.)
Provide examples of the types of redirection the teacher implements, including quotes. She does a lot of 1 on 1 talking if there is an issue; she also has a very tight schedule so the need for redirection is not super common but when it does she usually does a countdown to get students in their seats
and paying attention to her
Provide examples of your cooperating teacher’s praise of students, including quotes.
She has said to several student she can tell their reading skills have improved and provides additional readings or more difficult ones and typically says “I can tell your reading has improved, I’m so proud of you and I think you are ready for this reading. It is a little harder, but you can do it. Ask me or Ms. Lihs if you have questions.
4.
For one activity your teacher introduces, script (type out exactly) the directions that your cooperating teacher gives students below:
Observe the students while they are listening to the teacher’s directions. How did your cooperating teacher get students’ attention to give the directions?
“Okay everyone please take your seats. Last time we discussed immigration, and the poem on Lady Liberty. Today we will continue that conversation, but now we will implement our own stories.”
What evidence do you have that students understand the directions? They as questions if there is anything unclear, or if they cannot use context clues to figure out what a word means. They will usually open their readings or packets and promptly start. Sometimes
in a discussion, they need a little push to start talking but they get there
Are all students able to be successful with the directions provided? Yes because she is clear and concise.
How did your cooperating teacher transition to the next lesson/activity?
Usually with a “once you are done,” or she and I can usually time well when students are ready to move on.
If you were going to give the directions next time, is there anything you would change?
Probably not, they seem to like the directions given clearly and will stay on task if there is little deviation.
5.
Describe how your teacher assessed students to determine their mastery of learning objectives for this particular lesson.
In this lesson we used notecards to assume what “conditions” led to colonization. If they were close we’d mark it and give feed back, if they were way off we wrote ideas so that students could understand what we were looking for and meant.
6.
Where did you observe differentiation within the lesson? How did your cooperating teacher determine differentiation was needed? Please note that you may need to ask your cooperating teacher if you can’t find any examples on your own. You should not just write “I didn’t see any examples”.
In this lesson we agreed that the first section she had (which was quieter) would thrive better on individual conversations instead of whole group discussions so we changed that from one lesson to another.
7.
How did your teacher summarize and bring closure to the lesson? She usually would have them wrap up whatever they worked on by saying that myself or her were to collect passed out work, or she would lead with remembering homeowork for next time and what would be covered Monday.
8.
Describe your cooperating teacher’s interactions with students (greeting on arrival, before, during, and after the lesson, dismissing, etc.). How does your cooperating teacher build relationships with their students?
She is friendly and treats the start of each lesson with a firm but friendly greeting, tells students to have a good weekend, they did a great job today. She encourages while still holding students accountable for their actions and work.
9.
What rules, procedures, or routines did you observe today that you might want to implement in your future classroom?
I would probably implement her visible timer idea. Then students know how to manage the work assigned as they walk in. I like her firm buy friendly approach to everyone and she can still laugh with her students no matter what class we are in, I would love to be able to do that.
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