Video Observation

Notetaking Tool
Observers name: CaDric Moulton

Lesson observed: Abby Wright

Purpose: To provide a framework for reflection and collaborative conversations about

teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes
about what you see and hear. Note any examples or evidence to support answers to the
questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson?
What is the extent of student
involvement?

2. Were there opportunities for

students to
ask questions? What kinds of
questions
were they asking?
How did the teacher help
students make connections to
what they were learning?

Notes

3. Describe the interaction in the

classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome
explicitly conveyed to the
students?

By having the students seated on the carpet for

the teaching in the lesson students were able to
engage in the lesson.

Notes

3. What evidence did you see that

the learning goals were achieved?
4. How did the teacher monitor
student progress?

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, colearning, etc.)
2. How was content/concepts
presented to students? Was there
adequate explanation of the
concepts to ensure student
learning?

1. The teacher facilitated the students learning.

She encouraged the students to be involved in the
lesson by asking the students questions
throughout the lesson. She related the content
she was teaching back to something the students
were familar with.
2. The content was presented on through
PowerPoint. Each item that related to recycling
had its own slide. Abby gave great detail in
helping the students understand the content.

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?
4. What tasks are students doing?
Did the students have the
opportunity to practice their new
knowledge or skill? Did the
practice help support the learning
outcome?
5. How did the teacher manage the
learning environment?
(Procedures, securing attention,
time on task, etc)

Abby asked students numerous questions

throughout her lesson in order to keep her
students engaged and so she could know what the
students needed to be taught. Some questions
she asked the students were: What is the world
reduce mean? Why should we recycle?, and
What is Earth Day? She gave students time to
think about the question that she asked and time
to answer them. The students provided feedback
to the questions asked.
4. While teaching is taking place students are
watching the PowerPoint, answering questions,
and discussing different ways to help the
environment. Once the teaching if completed
students are going to brainstorm various ways
they can reduce to help the environment.
5. The learning environment was managed by
securing the students attention before the lesson
began. She made sure all students were paying
close attention and quiet. When students became
disruptive she asked them to sit in a particular
area on the carpet. The lesson remained on task
and students were engaged throughout the
lesson.

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

When asking questions students were able to provide feedback to
the question that was asked.
Students remained on topic throughout the lesson, and were able
to discuss different ways to recycle.
When seated on the rug the students were fully engaged and
seemed eager to practice how to reduce on their own.

2 Questions for Consideration

Could you possibly have students participate in a hands-on activity
to teach recycling?
Is their away to engage the students differently during the
engagement portion of the lesson?

1 Recommendation
Potentially in your next lesson you may want to have students
have something they can complete with your guidance before
sending them on their own to practice the new content.