Classroom Observation Form Revised 12.3.23 (3)
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Jan 9, 2024
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Uploaded by Davis1975
ANM1, Task 3: Evaluation of Staff
Classroom Observation Form
Video Title:
Using a Read-Aloud to Help Students Learn How to Ask Questions as a Comprehension Strategy (Case #660)
Grade:
1
st
Grade Observer:
Eric Davis Subject:
ELA
Respond to each statement in the tables below, using the following scale:
0 = Not
Observed
1 = Area of
Concern
2 = Growth
Opportunity
3 = Meeting
Expectations
I. Instructional Planning
Rating
1.
Teacher aligns the lesson to state and district standards.
3
2.
Teacher applies knowledge of contemporary teaching and learning theory, as well as child growth and development, to instructional design.
2
3.
Teacher plans for timing (pacing, transitions) and resources (materials, technology) in lesson design.
3
Evidence to support ratings: 1). Reading Comprehension Strand 1. RC 2. Regularly engage in reading and listening to a series of texts related to the topics and themes being studied to build knowledge and vocabulary. Reading Comprehension Strand 1. RC 3. Ask and answer questions about key details in texts heard or read. The teacher has the learning intention
(target) in her presentation and goes over it with the students at the beginning of the lesson. 2). The teacher reviews the vocabulary words deck, stepmother, and disappear. The teacher uses language the students can understand when explaining the definitions. However, she could have used images to go with each vocabulary word and some examples from movies, etc. Some of her students might not have lived in a house or had the opportunity to see a deck before, so using a visual image could help that student or students better understand the word deck. Also, some students may need help understanding what a stepmother is. If she uses the example of a stepmother from the story Cinderella, it could help her students understand the vocabulary of stepmother better. The teacher had the students view the pictures in the book to come up with questions they might have about the story. The students will be using prior knowledge to come up with their questions. This helps the students make a connection to the story. 3). The teacher did a great job of projecting a presentation with the learning intention. She used sticky notes and a poster to put the student’s questions on before, during and after the
reading. The pacing of the lesson went well with the students getting plenty of opportunities to PAGE 1
ANM1, Task 3: Evaluation of Staff Classroom Observation Form
talk with their partners.
Comments:
II. Instructional Delivery
Rating
1.
Teacher delivers instruction that simplifies and clarifies complex tasks and presents information in a logical and sequential manner.
3
2.
Teacher incorporates a variety of instructional strategies, providing multiple learning experiences to address diverse student learning needs.
2
3.
Teacher engages students in active learning.
3
Evidence to support ratings:
1). The teacher stops and shares a lot of her thinking aloud with her students. She does a great job of guiding them to think about the story and
wondering they may have about the story. Stopping every few pages in the story and having the students come up with questions is allowing the students to understand the sequence of the story. 2). The teacher didn’t use images with the vocabulary words, which
could help student to see what a deck, stepmother etc looks like. She could have also translated the vocabulary words so her English Language Learning students could make a connection in their language and English. The teacher did use the turn and talk method, but I also noticed she didn’t stop reading and allowing students to ask questions when their hands were in the air. The student could have been asking a clarify question about the story. 3). The teacher did a wonderful job of keeping the students engaged in the lesson. She had them turn and talk every few minutes to keep which kept them engaged and on task. Comments:
III. Content Knowledge
Rating
1.
Teacher demonstrates proficient subject matter and curriculum area knowledge.
3
2.
Teacher demonstrates the ability to activate students’ prior knowledge and link the present content with other subject areas and real-world applications.
3
3.
Teacher provides students opportunities to demonstrate knowledge and application of new learning during the lesson.
2
Evidence to support ratings:
1.) The teacher did a great job of thinking about her questions aloud helping guide the students as they were thinking of their wonderings. 3). PAGE 2
ANM1, Task 3: Evaluation of Staff Classroom Observation Form
The teacher allowed the students to access prior knowledge to come up with questions about the new story they were going to read about. 3). The teacher didn’t stop to allow students with their hands raised ask question to understand and discuss the story further. Comments:
IV. Assessment of and for Learning
Rating
1.
Teacher effectively collects and uses student data to inform and improve instruction.
0
2.
Teacher uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning experiences.
3
3.
Teacher provides students with frequent and constructive feedback on
their learning.
1
Evidence to support ratings:
1). The teacher didn’t collect data to help her improve her instruction. 2). The teacher used thumbs up or thumbs down to check for understanding of the vocabulary words etc. 3). The teacher didn’t give any feedback to the students. She could have talked about how their questioning was great or how it was incorporated into the story. Comments:
V. Learning Environment
Rating
1.
Classroom rules, routines, arrangement, and resources create an environment conducive to learning.
3
2.
Teacher communicates clear expectations for learning and behaviors to ensure a positive, productive, motivating learning environment that
maximizes instructional time and minimizes disruptions
.
3 3.
Students are self-directed, exhibit positive relationships, and are engaged in learning.
3
Evidence to support ratings:
1). The students all knew what to do when she had them turn and talk with a partner. They also knew what to do when she gave the cue of first-
graders and counted down from five. 2). The teacher gives clear instructions before she has the students turn and talk so they know what they are to be discussing. 3). The students were engaged in the lesson and displayed positive relationships by respectfully listening and talking with each other. Comments:
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ANM1, Task 3: Evaluation of Staff Classroom Observation Form
VI. Effective Communication
Rating
1.
Teacher establishes a climate of trust and teamwork by communicating in a fair, caring, and respectful manner with students and others.
3
2.
Teacher actively listens and pays attention to students’ needs and responses. 2
3.
Teacher demonstrates respect for student diversity, including language, culture, race, gender, and special needs.
2
Evidence to support ratings:
1). The teacher always demonstrates respect when redirecting students. An example of this would be when she tells a student, “eyes this way
please.” 2). The teacher did use the turn and talk method, but I also noticed she didn’t stop reading and allowing students to ask questions when their hands were in the air. The student could have been asking a clarify question about the story. 3). The teacher didn’t use images with the vocabulary words, which could help student to see what a deck, stepmother etc. looks like. She could have also translated the vocabulary words so her English Language Learning students could make a connection in their language and English. The teacher did use the turn and talk method, but I also noticed she didn’t stop reading and allowing students to ask questions when their hands were in the air. The student could have been asking a clarify question about the story.
Comments:
PAGE 4