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Gibion - Observation 2

The teacher observed a grade 3 computer lesson where students learned typing skills. During the introduction, the teacher reviewed rules and expectations for computer use and explained the importance of typing. Students then practiced typing sentences about themselves using an online program. Throughout the activity, the teacher provided positive feedback and redirection when students became distracted or wandered. Formative assessment was gathered by observing students' typing and work on their computers. Areas for improvement included ensuring all students respond to attention signals, providing step-by-step instructions, and giving students an activity once finished with their computers to reduce restlessness.

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165 views3 pages

Gibion - Observation 2

The teacher observed a grade 3 computer lesson where students learned typing skills. During the introduction, the teacher reviewed rules and expectations for computer use and explained the importance of typing. Students then practiced typing sentences about themselves using an online program. Throughout the activity, the teacher provided positive feedback and redirection when students became distracted or wandered. Formative assessment was gathered by observing students' typing and work on their computers. Areas for improvement included ensuring all students respond to attention signals, providing step-by-step instructions, and giving students an activity once finished with their computers to reduce restlessness.

Uploaded by

api-388138049
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Lesson Observation Form


Student Teacher Name: Gibion Makiwa Grade: 3
Subject: Computer School: Coalbanks Elementary School

Faculty Consultant: Marlo Steed Date: Jan 22, 2019 Observation: 2


Adminisrator: Joey Gentile Mentor Teacher: Carmen Carvalho

Observation Notes:
Lesson Plan (preparation):
• the lesson plan was prepared

Introduction:
• Claps to get attention
• Teacher goes over some of the rules of using computers.
• Teacher tells story (students very attentive)
• Students tell stories
• T: What did we do last week?
• T: We are learning how to type
• Teacher explains why typing is important
• Teacher calls up students to help pass out computers
• T: I will call you. (This seemed to work)
• T: We have someone already logged in (nice approach to focus on positive behaviour)
• T: typing.com
• Teacher puts web site on the board - along with username and password
• T: Is everyone signed in?
• S: No
• Teacher circulates and helps individuals
• (If student raises hand. And you are working with an individual, you could have a convention
where they ask their partner for help first)
• Open your email go to Office 365.
• T: Peanut butter

PAGE 1 OF 3 LESSON OBSERVATION NOTES


FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

• S: Jelly
• T: type 5 sentences about yourself. Type as if you are a professional.
• T: I see Miles is typing like a professional.
• Teacher bring up example on the screen and increases the size of the print (purpose?)
• T: don’t worry about spellings
• Teacher works with a reluctant learner
• (Perhaps need to tell students to type without press the return key.
• T: You are all going to be professionals. Look at the way she is typing (pointing out the
positive)
• T: type in your name
• T: what did it do?
• T: the next thing is Paste
• T: Let me show on the computer (click and drag)
• Teacher provides instructions for those who need to work ahead (good approach)
• T: it is okay to help others (but then you want them to sit down - it is important to make
expectations clear)
• T: Remember what we did before - who remembers how to share?
• Teacher has student show the rest of the class (great approach)

• T: I need you to return the computers

Body/Activity:
Category of Behaviour Teacher Response Consequence

Students playing around T: it is time to clean up Students keep playing


(perhaps follow up on
this and ensure they are
attending)

Riley highly distracted. T: Rilrley are you typing or having a discussion?

Students still using typing T: Raise your hand if you have opened your email.
porgram

Student wandering around T: sit down and type.... Student returns to her
seat and starts typing

Students getting distracted T: Don’t fool around - I may have to move your
boys around

Students get quite noisy after Teacher claps - raise your hand if you can copy and
playing with copy and paste paste

Students start wandering around T: sit down

PAGE 2 OF 3 LESSON OBSERVATION NOTES


FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Category of Behaviour Teacher Response Consequence

A students start experimenting T: Sit down -


and sharing the noise level goes
up.

A lot of students up wandering • T: sit down everyone


around

Student throwing cards around


the room

Riley runs and hits another T: Rirely are you Okay? (Perhaps call the
students chair student over to you and
talk to him about
running in the
classroom)

Students getting a bit rowdy T: Riley


after they had passed in their
computers

Closure:
• A hard lesson to have a formal closure.

Assessment:
• Student responses and visually seeing their typing and work on their computers provided
formative assessment.

Summary
What went well?
• Focusing on positive behaviour is a useful technique.
• Use of attention getting routines works when it is difficult to get their attention (e.g. Peanut
butter) -
• Lesson went well - the outcomes were achieved.

Things to think about.


• Be patient with attention getters (Peanutbutter) - just make sure they all respond or it is no
longer effective.
• Ensure you provide stepwise instructions (e.g. click and drag to select text - maybe that was
an assumption but I sensed some of the students didn’t make that assumptions.
• When there are a lot of students who need help - try to get their partners to show them -
otherwise it may take too long for you to help everyone individually.
• If students are working ahead let them share and then have them share with the rest of the
class. Students prefer getting help from their peers than from a teacher.
• Perhaps give students something to do once they have turned in their laptops - students with
nothing to do find something to do

PAGE 3 OF 3 LESSON OBSERVATION NOTES

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