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Observation 1

The document is an observation form used to evaluate a student teacher, Tiffany Smith, during her classroom teaching. In the summary: 1) The observer notes that Tiffany Smith provided a detailed lesson plan that integrated technology and addressed the needs of diverse learners. She taught engaging content and kept students focused. 2) Tiffany used a variety of teaching strategies like questioning, group work, and videos to deliver content and keep students engaged. She monitored student understanding and challenged students with higher-level thinking. 3) Tiffany maintained a positive learning environment where students were on-task and she treated all students equitably. She communicated high expectations for students and herself.

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69 views

Observation 1

The document is an observation form used to evaluate a student teacher, Tiffany Smith, during her classroom teaching. In the summary: 1) The observer notes that Tiffany Smith provided a detailed lesson plan that integrated technology and addressed the needs of diverse learners. She taught engaging content and kept students focused. 2) Tiffany used a variety of teaching strategies like questioning, group work, and videos to deliver content and keep students engaged. She monitored student understanding and challenged students with higher-level thinking. 3) Tiffany maintained a positive learning environment where students were on-task and she treated all students equitably. She communicated high expectations for students and herself.

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Observation form used by University Coordinators:

!
CMU Student Teacher Observation
!
Student Teacher: _Tiffany Smith

Observation

#:

#1_

Classroom Teacher: _Jamie Hawkins__

Date/Time/Grade_02/10/14 9:50AM 5th Gd._

Lesson: __Social Studies___

Objective: _TLW: describe advantages/disadvantages of each side of the


American revolution with respect to military leadership,
geography, resources, and incentives. Observer: __Glenn
Solowiej__
Planning uses state and local standards to plan instruction, develops
lesson that build on students background, integrates educational
technology, plans for all learners
Observations, suggestions, conclusions: The student teacher provided the observer
with a detailed lesson plan which identified objective/standard, learning targets for
a diverse student population, assessment strategies, instructional strategies,
adaptations/accommodations as required for identified students, and a list of
required materials. Technology tools (document camera, classroom performance
system, video, projector) were effectively integrated into the lesson. The lesson
coordinated a variety of well-paced activities.

Teaching teaches the core concepts of the subject area, relates learning
to the real world, integrates subject matter with other content areas, uses
a variety of teaching strategies, helps students become self-motivated and
self-directed, enthusiastic
Observations, suggestions, conclusions: Students were directed to locate needed
materials. A purpose for the introductory activity was provided (test preparation).
Questions were projected and students responded using the appropriate technology
tool (CPS). The introductory activity (created by the student teacher) was
outstanding exposure to multiple choice testing. A student was called on to
clearly communicate the objective (target) for the lesson. Students were
challenged to respond to a higher level question and write their thoughts on a
sticky note and then to discuss their thinking with a peer. Students were called
on randomly to share their collective thoughts. SUGGESTION: Repeat/reword
student responses to guarantee all in the class can hear. The student teacher
created highly engaging video clips of herself dressed in period costumes while
delivering key content. Students were hyper focused and hanging on each word
mission accomplished! The expert blend of laughter and learning orchestrated by
this educator was inspirational to observe. Multi-step directives/instructions were
communicated and the student teacher frequently monitored for understanding.
SUGGESTION: Do NOT assume that once the class is asked if there are any
questions and none are offered - that there are indeed none. Challenge the teams
to discuss the instructions and ask a student (called on randomly) to recommunicate the activitys procedures and expectations. The student teacher
challenged students to generate connections between the observed lessons content

and the related activities to what is being experienced in another content area
(language arts class). A VENN diagram was constructed on the board in order to
organize each groups contributions. As the student teacher modeled entering
student contributions on the diagram, each individual was directed to do the same
on his/her individual diagram. The culminating activity found the students
challenged (as a class) to compare their discoveries and assumptions to content
from their text. SUGGESTION: This final and important step in the observed
lesson included too much from the student teacher and not enough from the
thinking of the groups and teams of students.

Learning Environment maximizes academic learning time, manages


classroom effectively, builds rapport with students, treats all learners with
equity
Observations, suggestions, conclusions: Students entered the classroom and
appeared acquainted with routines and expectations. The student teachers
strategies to maximize the potential impact of her well-developed questions allowed
her to assume that ALL students in the class were prepared to share a response
(engaging 100% of the class). Excellent! The collegial relationship between the
student teacher and the cooperating teacher allows the students to benefit from an
exciting 1/12.5 adult student ratio during monitoring. Ms. Smith managed to visit
with each group of students and her interactions challenged students to think and
arrive at conclusions. Throughout the observation, ALL students appeared to be
meaningfully engaged ALL of the time.

Assessment uses authentic assessments, uses assessments to guide


instruction/reflects on student learning, adapts assessments for students,
reflects on student work and modifies instruction
Observations, suggestions, conclusions: The effective implementation of the
Classroom Performance System (CPS) allowed for immediate assessment of key
content on an individual student basis.

Professionalism behaves ethically, collaborates, participates in


professional growth, demonstrates understanding of multiple perspectives
and individual differences uses technology to organize and manage the
classroom, responsible citizen, appearance
Observations, suggestions, conclusions: Ms. Smith presents herself professionally
in her appearance, demeanor and in her interactions with students and colleagues.
She sets a high and ambitious standard for herself and is reflective of her practice.
Written work submitted to this University Coordinator have been generated
professionally and submitted in a timely manner.

Communication relates information about students progress to


appropriate stakeholders, communicates effectively in writing, effective
oral communication, communicates in a professional manner
Observations, suggestions, conclusions: Ms. Smiths voice is clearly audible from
the back of the room and she consistently models professional grammar and
pronunciation. While teaching, Ms. Smith wanders from the front of the room and
instructs from all corners. Directions and instructions are thorough, and the
student teacher models expectations for student reference. The student teacher
employs technology expertly in order to motivate and engage her students. Due to

thorough monitoring, the student teacher sensed the need for occasional reteaching. The student teachers attention getting signal was largely effective in
earning her the desired response yet didnt need to be accessed much due to
quality lesson design and well communicated routines and expectations.

Overall Potential: Observations, suggestions, conclusions: Ms. Smith brings to


the class an exceptional work ethic. She is highly motivated to embrace the
challenges and experience the rewards of teaching. The observer looks forward to
subsequent opportunities to highlight this educators strengths.

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