SED 607 Class Observations template
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School
National University College *
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Course
607
Subject
Industrial Engineering
Date
Dec 6, 2023
Type
docx
Pages
12
Uploaded by karina731
SED 607 Class Observation(s)
(Look for) Each practice may not be seen in each observation
Your name:__Karina Bravo
_____________________ Date
___
11/7/2023________
Teacher Name:__Mr. Van-Hyfte________________________ Grade Level (s)___7
th
& 8
th
___
Begin time_8:00____ End Time__2:55___
I observed from 8:30 to 12:00 on Nov, 7
th
and 8
th
.
Type of classroom ______MMSN _____ SDC ______General ed/*must be
__X_ESN _____ RSP ______ Observation of SPD Students in Gen Ed setting
This particular class is a self-contained class. The students are with the same staff all day where they are exposed to ELA, math, history, social skills, science, and
life skills. They see another teacher for P.E. 1 hr. daily.
Demographics: ____8____Number of students: ___3_____Boys ___5____Girls _______ Identifies as Other
Disabilities: List disabilities and number in each category
* note different teacher methods as per disability/no difference
____6__ ELL __1___ Aut __8____ SLD _____ Most students are ELL except for two students whose families speak English. There is one autistic student. All eight students receive SLD. There are four students with augmentative and alternative communication (ACC) devices, and one uses a non-technology communication board.
1.
Classroom Manageme
nt
__X___ Rules in place
__X___ Routines appear to be in place/ Students know what to do and do it.
___X__ Data/tracking system in place
_____ Classroom behavior plan is in place
Comments:
This school is a PBIS school, so their acronym is ROAR. Be Respectful, Be On Task, Be Attentive, and Be Responsible. The rules and expectations are all over the school and classrooms. As I was walking to the classroom to
begin my observation, I noticed in the hallways there are poster size expectations that tell the students how they should behave in various parts
of the school. Mr. Mark has the classroom rules and expectations right when you enter the classroom. The students refer to the expectations every morning and Mr. Mark reminds them of how they should behave. The students know the routine and the classroom has a visual schedule for the students to follow. After an activity has ended the students are given a three-minute break to get water, go to the restroom, or relax with a puzzle or a coloring page. I was surprised to see the students run morning weather report. During this task the students get whiteboards and
markers with an eraser to write the morning weather. One student goes to the front of the room and asks the other student what day it is. Then the student writes it on Viewsonic as they all help sound out the day and month and the other students copy. For data tracking the classroom uses Unique Learning Systems ULS provided by the school district as the curriculum for extended needs support students. The ULS has a data tracking system that tells the teacher the student’s reading level and math level. Each monthly unit starts with a pretest to assess what the student knows about the topic. At the end of the month the unit closes with a post test of the new concepts the students learned throughout the
2.
Classroom Environme
nt
___X__ Observable print rich environment ___X__ Whole group, small group & independent work areas.
__X___ Stocked with a variety of materials
__X___ Library is available to students
Comments: The classroom is print rich. On the wall
above the Viewsonic is the alphabet with upper-
case and lower-case letters and a picture of an item beginning with that letter. The class does a
whole group when the teacher introduces the unit theme book or chapters on the ULS. After the story is read the students break into three groups. The highest group can read and work on their own. The other groups need assistance with cutting, gluing, focusing, and following along with the lesson. The classroom has one Viewsonic but runs three groups simultaneously, so the teacher has mounted TVs
on the walls and has connected computers to make the information in the ULS curriculum accessible to everyone in the classroom. Each group has visual support and can follow along by looking at the screen. The room is well stocked with supplies and reading materials. Supplies such as pencils, paper, scissors, glue, markers, dry erase boards, crayons, and flashcards are available for the students to get if
they need it to complete a task. The goal of the teacher and staff is to make the students independent and to problem solve and get the supplies they need to complete the work. There are two shelves with an assortment of materials such as math games, money, counters, shapes, colors, ten frames, uno cards, bingos, and sorting and sequencing materials. For ELA they
have books with bright color pictures, ABC bingo, sentence builders, letter, games with beginning letters and ending letter, games with CVC cards and letter, they have sight word bingo and flash cards. On another wall they have maps, plants, labeling the human body,
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3. Center
/
Workstati
on
__X___ All tasks involve literacy
____ Tasks are differentiated based on needs and or Interests.
___X__ Rules and procedures are in place (use, care, storage of materials)
___X__ Guided practice of the skills is occurring in the centers
Comments: (What does it look like during centers? What does it sound like?) When I was there the students were finishing the morning weather report. After the weather report the students played a game of hangman. I was surprised to see this population of students knew how to play that. The paraeducator lead the instruction while the teacher took data on the students. The ULS has a monthly word that goes with the unit. The students were handed the words
with the pictures. First, they went over the words and then the game started. The paraeducator drew on the Viewsonic the typical hangman diagram. She picked a five-letter word and drew the lines for each letter of the word. Then she instructed the
students to look at the words and told them to count each letter of the words until they got to a word that had five letters. Then, she asked for a letter name and the sound. When it comes to dealing with the care of the classroom materials the students know that it costs money to buy all the materials and therefore, they have a duty to take care of the supplies, and no one goes anywhere if the materials are not put in their right place. During centers the students know that they can play a vocabulary game. With the ten monthly
theme words the students play matching the word to the picture. The student turns the picture cards over and the words, and the students must find the match. The other plays a game of go fish. This is a
great game to shy, timid students to play as it gets them talking and asking the other students for the letter, sound and picture.
4. Flexible Grouping
______ Use of Data is observed ( teacher observation, anecdotal records, running records, assessments, inventories)
Comments: During my observation the teacher was calling on some students to complete some diagnostic
______ MMSN Groups consist of 3-4 students
___X___ ESN Groups consist of 1-2 students
assessments on the ULS curriculum. The other students were at the centers some matching letters and other forming CVC words with letters and pictures. While the
student was being assessed by the teacher, he was writing on a notebook what the student did during the assessment and what the assessment consisted of.
5. Instructional
Focus
What strategies or skills did you observe?
___X___ Oral Language
______ Phonological Awareness
__X____ Vocabulary/Concepts
_X_____ Letter identification
___X___ Word Identification/Phonics
___X___ Comprehension
___X___ Sight Words
Comments: For oral language I observed the students engaging in discussion about their morning routine. Some students walk or parents bring them to school while others are bussed to school. Some students get to school early to eat breakfast while others prefer to eat at home. The students were saying what their routine was like that morning. For the students who have an AAC device the question was to pick one thing they did that morning such as get ready, brush teeth, or eat breakfast. The class practices vocabulary, letter identification, phonics reading comprehension and sight words while reading the ULS story and answering the questions that follow. I was interested in seeing how the class does ELA. I observed that the ULS has 10 words that are part of the theme for the month. Aside from those words the ULS has 10 more words which are high frequency words. All the words are symbol supported which makes
it easy for the students of all levels to remember and identify the word. After sitting for a while, the teacher instructed the students to stand up and divided the group into 2 teams. The game was word pong. There were 2 tables about 15 feet away from each other with huge 6 huge cups on top. The object of the game is to throw the ball inside the cups and read the word. One side had high frequency words and the other side had vocabulary words. The students had to read and spell as well as give
the sounds of each letter.
6. Literary Teaching Practices __X__ Read – Aloud
____ Shared Reading
____ Guided Reading
____ Independent reading
__X__ Hand over Hand ____ Discrete Trial
Comments: During ELA the students take turns
reading the symbol supported story. Each story is
about 5-8 pages, so all the students have a chance
to read. The higher students read both forms of
the story the symbol supported first then the
story with just words which is level 2. I saw that
most of the students were able to write. During
ELA while some students are putting sight words
together with letter tiles. Some students work on
a tablet writing letters on an app. Some students
have Cerebral Palsy which makes it difficult for
them to hold a pencil and write on paper. The
teacher explained that using the iPad helps him
see how much the student knows and can do as
opposed to hand-over-hand which is not them
writing is the person helping them.
7. Pre- reading activities
__X__ Introduces Book
____ Reviews past lesson
_X___ Links to prior knowledge
____ Sets purpose for reading ____ Reviews past sight words
Comments: The ULS is broken down into 1 theme
book that explains what the unit is about and 6
chapters that build on top of each other. When I
observed the class was starting chapter 2. All the
students are sitting at their desks. The teacher
goes over the vocabulary words and helps them
recall the words by doing an action or telling
them remember this morning? The students
know a lot of vocabulary words because they
have seen them before in other stories. While
some words may be new others are very familiar,
the ULS builds concepts
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8. During reading
__X__ Teacher individualizes teaching for each student
__X__ Teacher works in small group, adjust teaching as needed
___X_ Teacher tracks/takes notes as needed.
____ Teacher uses curriculum tailored to students’ disabilities (ie
dyslexia specific curriculum, ABA structured. etc.)
____ Reading is shaped to student response (usually for 1 on 1 instruction).
_____ Students using a computer reading program
_____ Shapes student reading by using discrete trial
_____ Teacher’s questions yield data that allow the teacher to assess students’ progress
Comments: the teacher differentiates his teaching for each student. The easiest way to do this is by knowing the strengths and weaknesses of each student. The students that are similar in levels are paired and the teacher uses pair sharing and learning. I noticed that in this class the students are never sitting by themselves or working alone. The teacher beliefs in teams and all the students help each other. I observed a group of 3 students sitting at a kidney table, although they were all
sitting together each student was working on IEP goals.
One student was working on the Elkonin boxes segmenting words. Another student was working on counting by 5s to 100 with number tiles and a counting
by 5 number chart. The last student was working on categorizing shapes. The teacher was sitting there with the students taking notes and tracking their progress. I observed that when the class works in groups all the groups finish at different times as some students need more support than others. The teacher adjusts the instruction by giving the other students ample time to finish the ULS work. With the group that finishes first he has supplemental work that they can practice.
8. Post reading ___X__ Facilitates discussion of text or concepts to assess student understanding /comprehension
_____ Explores concepts, Vocabulary, and text features
_____ Summarizes Learning and focus.
_____ Shapes student reading by restructuring choices/responses
when student is unsuccessful
Comments: The teacher and classroom staff encourage and facilitate discussion about the text concepts to assess understanding. After reading the chapter or story
the teacher would ask questions to open dialog amongst the students. The day I observed the students were reading about history and going to a museum to see things from the past. The teacher facilitated the question by saying, “Why did the character in the story
want to go to the museum?” “What you guys think?” MZ responded by saying, “To see things” Then the teacher asks another student, “Do you agree with MZ?”
The students have the option to say yes or no, but they have to justify their answer. Using this strategy helps the students with active listening and it helps the teacher assess student understanding about the reading.
11. Management
of Paraprofessi
onal
____ No aide available
____ 1 on 1 aide __X__ Aide has a set schedule __X__ Aide works with small groups
__X__ Aide assists with tracking students
____ Aide is in General Education classroom helping with inclusion
____ Aide is not working on academics but is helping feed,
change and manage students.
Comments: There are 2 paraeducators in the class, they
help with personal care needs, work in small groups, and tracking student’s progress. This class is unique. The paraeducators have their set start time and end time for the workday and when their breaks and lunches are. As for a set schedule they follow the classroom schedule, which is broken down into periods
and subjects. They know the class schedule and move with the students when it’s time and adjust accordingly.
Mr. Mark guides the class with the belief that all the adults in the classroom are educators, even the students
are educators as they come with their own experiences.
The teacher expects the paraeducators to take initiative and problem solve. Of course, they acknowledge that he guides them but for the most part they know the routine so well that he doesn’t have to say much. I observed the paraeducators run whole class group, small group, and individual groups of 1:1. Since the class is so diverse in levels the paraeducators help the teacher with data collecting and progress tracking which they discuss in their weekly meetings. The paraeducators each have a notebook where they write how each student is doing in ELA and math.
10. Materials
:
___X_ Students have handouts/ books
__X__ Students have use of computers
____ Student have individualized folders
____ Tracking/clipboards available
__X__ Hands on manipulatives are available, (ie plastic letters, magnet letters, sand trays, etc.)
Comments: The students read the ULS stories on the computer and do the work with handouts. The work involves cutting, gluing, and writing to help the students gain new skills or keep the skills they already have. The ULS on the computer looks different than the paper form. On the computer if the answer is right the little box where the answer goes will light up green and make a ding sound, if the answer is wrong the box lights up red and makes a wah sound. The students know this and that makes it difficult for them to really get the concept. With paper the students have to really think about what the question is asking, and which
answer will fit best. The class has a huge assortment of manipulatives which the teacher and paraeducators have bought. The class has magnetic letters, letter boxes, letter tubs with items, letters with pictures, handwriting without tears curves and straight lines, playdough for forming letters, and letter puzzles.
11. Phonolog
ical Awarenes
s
_X___ Discriminates words or sounds
____ Rhyming
____ Blending/ syllables –
_X___ Isolating sounds: Initial , medial, final
____ Segmenting words
Comments: Some of the students have knowledge of words and sounds, they can identify CVC and CVVC words, but for some their skills are not there yet. I observed a student working on putting CVC words together by looking at the pictures. The pictures have the word on then, but the teacher covered the initial sound and left the rest of the letters visible. Other students
were working in the ULS identifying the ending sound for some words.
12. Phonics/ Decoding
/ Word Study
_X____ matching letters to sounds
___X__ Blending/Spelling sounds in CVC words
_____ Decoding words with initial/ ending consonant blends (bl, tr)
_____ Decoding words with digraphs (ch, sh)
_____ Decoding words with silent e ( cake
)
____ Reading words with r-controlled vowels (er, ar, ir)
____ Reading words with cle endings ie: able, wrinkle
_X___ Reading common sight words
____ Reading multisyllabic words
____ Reading words with Prefixes, Suffixes
Comments: According to the teacher most of the students can identify letter to sound. There are a few that can identify most letters to sound. And there are a couple of students that are still matching letter to letter. I observed DA this student has Cerebral palsy on half of his body and has seizures. He was working on the ABC puzzle and although he can match, he needs practice with letter sound. The paraeducator
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was telling him the sound of the letter and he had to find that letter and match it to the puzzle. He knew most of the letter sound but was stuck when it came to “D” and “B” he knew that one of the letters made the “B” sound but got the D instead. He also had a difficult time finding the letters to, ”W”, “M”, “P”, “Q”, “C”, and “K”. The students practice the ULS sight words every morning per the teacher. This morning I observed a group of 3 students match the sight word to the picture. While other students were writing the meaning of the sight word and a brief sentence using the
with the word.
13. Fluency
__X___ Naming letters accurately and fluently
__X___ Reading sounds accurately and fluently
__X___ Reading short phrases accurately and fluently
_____ Reading attending to punctuation, expression, intonation
___X__ Self correcting word recognition errors.
Comments: For this part of the observation, I chose one student to observe when the class was reading. This student is classified as having autism, she misses a lot of social cues and so her expressive language and intonation needs some work. This student can name all the letters of the alphabet. She can sound out each letter accurately and fluently. This student
can read the level 2 non-symbol supported chapters in the ULS. When she doesn’t keno the word or is unsure, she sounds it out and sometimes she gets the word right. Other times
she self-corrects and once she figures out the word, she will correct her reading.
14.Comprehe
nsion
_____ Making predictions about text.
___X__ Confirming predictions based on text information
___X__ Answering questions about characters, setting, events in story
___X__ Telling main idea of a story or passage
_____ Summarizing most important information
_____ Identifying and discussing theme of text _____ Drawing conclusions based on content
_____Distinguishing main idea/details, facts/opinion, cause/effect
Comments: The teacher utilizes different media for
reading stories and the ULS chapters. During my observation I saw two types of ways of presenting the information to the students. The first I observed was the paraeducator reading to
the students while she asked the students comprehension and prediction questions. The paraeducator would stop between reading to ask the students questions about the character, setting, problem, and how the problem was fixed. The other form of reading or sharing information from a book was the story would read to the students. The ULS has audio so the students are able to see the symbol supported information as well as they can also hear it.
15. Vocabula
ry
_____ Pointing to named objects
____ Naming and using basic concepts
_X____ Identifying and sorting pictures of words into categories, sets, or groups
__X___ Categorizing words hierarchically (which group does this picture belong in? -animal, plant)
_____ Uses new vocabulary across variety of contexts
_____ Reviews new and previously- learned vocabulary
_____ Understanding common synonyms and antonyms
_____ Identifying multiple-meaning words
Comments: For this part I observed a lesson on sizes. The teacher used a Hovercam to make the images bigger on the Viewsonic. The students had to categorize items by size large, medium, and small. The students were given a card with 3 boxes with the words large, medium, and small. All the students had different items to put in order depending on the
size. The teacher worked on some categorization together as a group. Once the teacher had done a few with the group it was their turn to categorize their items. They needed to put the explanation into a sentence. One student said, “I see a large tree”, Another student said, “The medium pig is pink”. Another student said, “The red apple is little.” The students with devices are encouraged to use their device to participate. Of course, their responses will be shorter and straight to the
point. Another activity I observed was categorizing solids, liquids, and gases. After placing the right picture under the correct category as a group the students had to apply that knowledge on their own to try to complete their paper.
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