EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: June 11, 2017 Observation Time: 36 minutes

Teacher Observed: Subject/Grade Level: High School & Social Studies

School Observed: Observer:_Yildiz Teber_______

Video Link: https://www.youtube.com/watch?v=DDdv3JXJ2nU

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if

known)

The learning objective was written on the board as the understanding and do/evaluate

components. The student-teacher were questioning Beliefs as the key chain of understanding

Continuity & Change. They were making real life connection, examples to comprehend the

necessity or need of continuity and change. Students were agreeing to disagree during the class.

2-How did the teacher begin and end the lesson?

The student-teacher began the class by connection of previous class. Students all had the copied

materials of Beliefs as a chart to start. The teacher stated questions and getting answers from

the students. The teacher asked many questions, tried to get answers; referred to previous class

discussions, told students to write answers of couple questions. When the teacher felt like

students were in need of assistance, she asked different questions, to help those needed students

to critically think of the possible answers. Couple yes/ no questions have been asked and both
answers appreciated and explained the connection with the topic. Information has provided by

questions on the overhead projector. For a class activity teacher gave a question and students had

to fill the chart with from an example of their own beliefs. While students were working she

walked around and tried to overlooked at students work to check, corrected of some and

warned two student not to share yet till she let them. When she understood that not sharing but

trying to comprehend the question, teacher helped the students not by giving the answer but

questioning again, and phrasing her critical thinking. During the class she did ask students to

explain the target terms as well. There was a Self-Evaluation Rubric that she referred students to

evaluate themselves regarding to the criteria, asked them to rate the respond base on the learning

target next to their respond. At the end she asked them to place their folder back to and she will

check them that night.

3-What did the teacher use for teaching materials or instructional aids/equipment?

The teacher used the overhead projector for the questions and then used a small white board for

the Teacher-Time to write the main parts of class discussion, and Self-Evaluation Target chart

from the bulletin board. Also each students folders were ready with the print out materials to

follow up the class with the teacher.

4-Which instructional methods and strategies did the teacher use? (lecture, inquiry,

discovery learning, discussions, games or simulations, demonstrations, cooperative learning,

integration of technology, socrative questioning, etc)

The teacher was questioning and having discussion for specific questions to agree to

disagreement. There were the issues, beliefs, and students were getting what the beliefs, how

differ one to another, according to what, and relation with the continuity and change. We may
consider all these as inquiry learning. The emphasis is on process of finding a problems

solution, not on the solution itself It was a 5-E Model that all 5 stages can be easily seen in the

video; engages, explore, explain, elaborate, evaluate. Especially students were expanding on

concepts, make connections to other related concepts, and apply their understanding to the world

around them.

5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-

ended, quiz, feedback etc) See Chapter 8 for more information on assessment methods

Since the lesson was set on question answer, students were informally assessed. She did give

feedback of the answers and questioned the examples regarding the topic, beliefs. At the end

of the class, there was self evaluation regarding to target learning and the teacher would go over

the written responses too.

6- What can you say about the teachers philosophy/beliefs and style? (Traditional,

progressive, behaviorist, student-learning, vs. teacher centered, authoritative etc)

Its more of a student-centered style, also constructivist. Because with questioning there was

critical thinking reinforcement, agreeing to disagreeing.

7-How does the teacher manage classroom? Can you identify classroom management

techniques used?

Shes well prepared to her class. All questions seemed to be pre-prepared. That helped her to

manage the class without interruption. Different tone of voice was used to keep attention of the

students. Not independently working students confusion handled professionally by going next to

her, and help with questioning and confirming.

8-Observe in the classroom setting and determine types of behavior students play when off-

task. What do they do when they are not paying attention? How does the teacher re-direct

them or get them back on task?

Besides one of the student, who didnt understand what to do, all students looked pretty involved

and listened the teacher. There were two students who mostly took the word to share. Teacher

should have given the word to different students after stating the questions.

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal

communication such as facial, body language, use of space, motion and time?)

The teacher was using all class to be around. She was communicating verbal, and non-verbal

communication. Her tone of voice was a good focus catcher that I believe. Having eye-contact

and making sure students were confirming her with nodding also other way of her

communication with students.

10-Who were the students in the class? What did you notice about them? (Background,

diversity, attitude, motivation, interaction, participation, etc)

It was a diverse class. They were mostly looked motivated to listen and getting involved.

11-What did you see that is effective in engaging students? What do you see that is

ineffective in keeping students engaged?

The main strategy to keep students engaged during lecture or modeling, is walking around the

classroom, questioning to direct students with critical thinking. Giving personal real life

examples to explain and comprehend the topic. This way students know that you want them to

be on task and that you are keeping a close eye on them. What its ineffective is letting students
do the activities without any guidance or directions, not following your own rules (do not share

your examples yet till I ask you to do so./ Feel free to give example from your real life with no

sharing). Once they dont know what to do, they will just chatter around.

12-What are the two instructional strategies you observed and would like to apply in your

classroom?

The teacher did questioning in a variety way to help them think of the topic to visualize,

comprehend and connect with real life examples. I liked that kind of questioning and real world

connection. Also agreeing to disagree was pretty democratic that none of students felt excluded

because what they were thinking.

13-What are two important classroom management strategies that you observed and would

like to apply in your classroom?

There wasnt in need of classroom management strategies, besides confused student. And the

teacher just went close to her and explained and helping her giving examples for what she was

supposed to do. More observation of her class would benefit to get some strategies to apply in

my classroom. more in order to see which strategies are more appropriate to apply on certain

situations.