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Oscars A2 Observation Notes

- The candidate, Oscar Esposito, taught a badminton lesson to 9th and 10th grade students. The lesson plan had clear objectives and activities sequenced from simple to complex. - Oscar provided clear instruction and feedback to students. He addressed safety issues and behavior appropriately while maintaining a focused learning environment. - Feedback from the observer noted Oscar's strong classroom management, movement, and delivery of content. Areas for improvement included adding drills and clearer explanations of shots. The observer suggested demonstrating game play while engaging students.

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51 views

Oscars A2 Observation Notes

- The candidate, Oscar Esposito, taught a badminton lesson to 9th and 10th grade students. The lesson plan had clear objectives and activities sequenced from simple to complex. - Oscar provided clear instruction and feedback to students. He addressed safety issues and behavior appropriately while maintaining a focused learning environment. - Feedback from the observer noted Oscar's strong classroom management, movement, and delivery of content. Areas for improvement included adding drills and clearer explanations of shots. The observer suggested demonstrating game play while engaging students.

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© © All Rights Reserved
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Springfield College Pre-Practicum/Practicum Observation Form

Detailed Lesson Plan Available: YES__x__ NO_____


Candidate Oscar Esposito Grade /9/10 Badminton Observer Bill Whigham Date 01/26/17
I. Well-Structured Lessons (I.A.4)
- Develops well-structured lessons with Lesson plan is ready with clear objectives. Activities are sequential from simple to
challenging, measurable objectives
- Uses appropriate student engagement complex. Students arrive and begin the routine warm up. TC has students assist in
strategies that are motivational setting up equipment. TC has hall duty before class and is not able to set up gym before
- Pacing, sequencing, transitions good students arrive. A section of Bleachers is open and cannot be closed causing a potential
- Uses appropriate materials, equipment,
resources and technology safety risk. Nets are set up so it should not impact the lesson. Good voice. Objectives
- Uses thoughtful grouping strategies are posted on white board. TC gives verbal presentation of objectives for the day and
clearly defines safety procedures. TC takes attendance in an efficient manner. No loss
of practice time. TC consistently uses students during instruction while he provides
verbal instruction. TC has good energy
II. Adjustment to Practice (I.B.2)
- Organizes and analyzes informal/formal
assessment results; determines progress TC works around safety issue with bleachers. TC uses students to demonstrate while
toward intended outcomes and implements he walks through verbal instruction. Instruction is very clear. TC observes and
differentiated interventions and provides continuous instruction and corrective feedback. Skill specific feedback is
enhancements (extensions) for students
(when planning & during lesson) provided to many students. TC moves well throughout the gym, observes and provides
- Uses results of assessments to make feedback as necessary. To maintain focus during instruction, TC consistently sits all
adjustments and provide appropriate
corrective/specific feedback
student during group instruction.
III. Meeting Diverse Needs (II.A.3)
- Uses tiered instruction/scaffolds based on
student needs, interests, levels of readiness
- Uses appropriate strategies for teaching Visual and verbal presentation addresses the learning for all students. During general
students with disabilities and ELLs instruction TC sits all students so all can see and hear. Objectives are reviewed. All
- Uses strategies/practices that affirm and students are seated and focused on instruction. TC addresses inappropriate behavior
demonstrate respect for differences
- Responds appropriately to and a firm but civil manner. Skill specific feedback is provided to many students. TC
misunderstandings based on differences in consistently provides students with visual and verbal presentation during instruction
backgrounds, languages and identities

IV. Safe Learning Environment (II.B.1)


- Uses rituals and routines that create and
maintain a safe physical and intellectual
environment
- Uses appropriate preventative strategies
and responses to address student behavior TC clearly frames safety rules. TC addresses student behavior in a timely manner.
- Fosters students taking academic risks
- Provides students opportunities to
learn/collaborate with diverse peers
V. High Expectations (II.D.2)
- Models and reinforces ways that students
can master challenging material
- Instruction, materials and assessments Constant feedback by TC encourages students to stay focused and on task to meet the
adapted to meet students where they are,
challenging all students to grow
objective.
- Challenges all to put forth strong effort

VI. Reflective Practice (IV.A.1)


- Reflects on the effectiveness of lessons
and interactions with students; improves
teaching that results in learning gains
- Uses ideas for improving practice from
resources, supervisors, and colleagues

White: Supervisor Yellow: Student Pink: Supervising Practitioner


Strengths Excellent voice and movement. Good clear instruction with visual and auditory delivery. Good time
management. Nice rapport with students. Good content knowledge. Well organized. Good classroom management
Good review and closure covering objectives. Good general and skill specific feedback. Addresses behavior in a timely
manner.

Areas in need of improvement: Create drills to see how many hits they can get over the net. Be clear about the function
of each shot. Clear, Drop etc.
Give students a time limit to come in for instruction.
Suggestion: demonstrate a game with Mr. Sasser while asking questions to students. i.e. where should I be serving?
What is the score? What is wrong with this point/serve, etc.
Some are ready for extensions. (teach for understanding)
Hold them to the rules

White: Supervisor Yellow: Student Pink: Supervising Practitioner

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