SPE 578 Teacher Observation and Interview on Lesson
docx
keyboard_arrow_up
School
University of Phoenix *
*We aren’t endorsed by this school
Course
578
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by EarlWillpowerDeer46
1
Teacher Observation and Interview on Lesson
Name : Kelsey Beach
Course : SPE/578
Instructor: Professor Yarovaya
Date : 7/25/23
2
North Salisbury Elementary School- 5
th
grade.
15 students (5 special education students, 2 students with a one-on-one, 1 with an IEP for vision, 1 with accommodations in math, 1 with and IEP for speech) The content area taught was science. The teacher I observed was teaching a science lesson and used the 5E model. The 5E model stands for engage, explore, explain, elaborate, and evaluate. When planning, he stated that he meets with his team, and they look over the district scope and sequence. After identifying the next standards to be taught, then plan an outline of how to teach those standards to students. They will then review the resources given by the science department and create a schedule outline of how they want to teach a unit. When reviewing Next Generation Science Standards, that is how it is decided what will be taught next. These standards are already laid out for teachers to know what units they will be teaching. Students’ individual differences such as a 504 or an IEP do affect planning decisions. Identifying how those students will be supported is a must and of high priority when planning a lesson. Using student prior knowledge of the previous standard will also help guide the teachers to see what needs to be taught, reviewed, or retaught. Collaboration plays a large role in instructional planning. Collaboration as a team, including special education teachers and general education teachers, as well as administration, and/or the school social worker. Collaboration with the special education teacher or other staff to gain knowledge for the best intervention strategy and when utilizing response to intervention. Before designing a lesson plan, it is important to know about your students’ learning styles, abilities, or exceptionalities. When knowing certain things about your students you can capitalize on how students learn. Whether it is an interactive lesson or activity that has students singing or up out of their chairs and
interacting with peers. This is also how you gain motivation from your students to become engaged in your lesson. Using their interest to your ability and connecting it to your teaching will help students become engaged and motivated. It can be difficult to decide which activities to do during a lesson. Deciding the activity is determined on how you will best teach the lesson. If it is listening and taking notes at the beginning or performing an experiment to gauge comprehension. Deciding activities allows you to create alternative ways to accommodate work for all students. Yes, varying instructional materials to accommodate students with exceptionalities is included within the lesson plan. One example is giving a student a reading passage that is on the same topic but on a different reading level that is appropriate for that student. Pacing a lesson will depend on the population and demographic of students. Students are at different levels and leave the exceptional learners with an extra assignment to complete to extend the lesson to a higher level. To manage the classroom to ensure lesson delivery requires the teacher to walk around the room, proximity for behavior issues, call and response, interactions, discussions, and turn and talks with other students. Knowledge checks, evaluations, and demonstrations through experiments is a great way to check if students learned what they needed to learn. Reflection through discussions with students and exit tickets allow the teacher to reflect about a lesson. It allows for further aid in future planning and allows for formative and summative assessments to occur, so the teacher knows what was comprehended or needs to be retaught.
I observed a general education class with support offered by a special education teacher. The lesson flowed, the teacher was prepared with slides to go along with the lesson and used as a visual aid for students, and materials were gathered and ready to be used. Before the lesson, the teacher communicated and described the objectives of the lesson and what the students will be able to
3
comprehend and elaborate on by the end of the lesson. The teacher incorporated student interest within the lesson to gain student attention. By connecting student interest and connecting student learning to real life events seems to gain the students’ attention. Students worked individually by taking notes at the beginning of the lesson. When working individually, they show understanding during the evaluation part of the lesson, such as the exit ticket. When working in pairs, they are engaged by creating
a KWL of what they know about volcanoes. They then watched a video about volcanoes to further their knowledge. Students worked in groups during the explaining portion of the 5E model by building volcanoes. After researching the different types of volcanoes, students will choose one, build it with their
group, erupt the volcano, and observe how the lava erupts from the volcano. Yes, the activities addressed different learning styles and differentiated needs of all students. Instead of reading an article, some students watched a video about volcanoes. The teacher utilized google slides, videos, student laptops for research, and a volcano model. This teacher had effective classroom management. They knew the strengths and weaknesses of each student and how to best accommodate the needs of each student. Students were actively engaged and participated during the lesson. During the lesson, they used
proxemics and had high expectations for all students, and students knew the expectations and classroom
routine expected from them. When students were off task, the teacher used a reminder to begin working on the activity. They used an assessment activity during the evaluation portion of the lesson. Students had to demonstrate an understanding of different types of volcanoes by completing a matching
activity that includes the name of the volcano, the picture of the volcano, and the description of how it erupts. The teacher used the special education one-on-one to help a group while the classroom teacher monitored and helped the other groups in the classroom. I observed a well-organized and well-behaved classroom setting. I believe that the teacher set their expectations from the beginning and made it a routine each day and during the day to remind students of the classroom expectations. There were little to no distractions, as students were actively engaged and participating in the lesson. The teacher took time to plan this lesson as it flowed easily and their transitions from one activity to the next were smooth with little to no student distractions. This teacher takes great pride in the classroom and student expectations and students are made aware of this and in turn take great pride in it as well. Being prepared is key to having, planning, and executing an effective lesson plan. This teacher proved how effective it can be.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help