Video Observation

Notetaking Tool
Observers name_______Grace Culbreth ________________________

Lesson observed__Taylor Nix

__________________________
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
She asks the students what their favorite part about
Christmas is and asks them many more questions
throughout the lesson. They read the readers theater
and got to act it out as well.

I did not see the students ask any questions during the
lesson. The teacher had them read a readers theater to
demonstrate fluency. She also connected her questions
from the beginning to the readers theater.

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?

The students interacted a lot during the lesson and they

were all able to sit around the table together to listen to
the lesson. They were all involved in the lesson.

Notes
I saw the students indicate that they knew what fluency
was by reading aloud and practice the skills they had
learned. I saw the students trying to read like the
teacher so they could be fluent as well.
The students knew to model fluency through reading
the readers theater.

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, co-learning, etc.)
2. How was content/concepts presented to
students? Was there adequate
explanation of the concepts to ensure
student learning?

The teacher modeled fluency and then practiced on

reading as fluently as she did. She listened to the
students and heard how fluently they were reading. She
had them act it out as well and listened to their
expression while reading and acting out the readers
theater.

Facilitating, she explained what fluency is and had the

students read aloud with her. She had the students
think about what a fluent reader would sound like. She
modeled what a non fluent would sound like. She
explained the concept through a rubric that the students
kept while reading so they knew what the criteria for a
fluent reader is.

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?

She asked the students to think about how they thought

she was reading while modeling the different types of
fluency.

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)

Yes they practiced reading fluently from the rubric.

Yes it helped them know how to read fluently and
practice how to as well. They also read and acted out a
readers theater which helped with their fluency as well.
The practice showed that the students knew what
fluency was and they demonstrated what they had
learned through the readers theater.
She made sure the students were participating by calling
them to read out loud, and having each one of have a
part in the readers theater to read and act out.

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

You did a great job of getting the students attention at the beginning of the lesson!
The readers theater was fun, and the students seemed to enjoy it!
You did a great job of modeling what fluency sounds like and what it does not sound
like!!
2 Questions for Consideration
How did you assess the students after this lesson?
What are some other options for having students practice fluency.
1 Recommendation
I recommend that you maybe pick an easier reader theater so the students will be able
to read it more fluently the first time and then work your way up to harder passages.