EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY ONE Candidate: Destiny Burns Date: January 21, 2014 Content Area: Math Mentor Teacher: Mrs. Weathers Lesson Topic: Adding & Subtracting with Regrouping

DOMAIN 2: INSTRUCTION
APS 4: ESTABLISHING AND MAINTAINING HIGH EXPECTATION FOR LEARNERS An effective teacher establishes, clearly communicates and maintains appropriate expectations for student learning, participation and responsibility. A. What did the teacher expect the students to learn from the lesson? How did the teacher convey the purpose and relevance of the lesson to the students? In what ways did the students demonstrate that they understood what the teacher expected for them to learn?

The teacher expected the students to use a strategy such as making a pattern, using guess and check, acting it out, using objects, or drawing a picture using base ten blocks to help find the correct answer to the problems. The teacher conveyed the purpose of the lesson by communicating the lesson objective to the students. The standard for the lesson was 2.NBT.5. Fluently add and subtract within 100. The students were instructed to do one problem at the beginning of the lesson using a strategy. The students were encouraged to use the addition and subtraction word walls to determine which to use when problem solving. The students would demonstrate that they understood what the teacher expected for them to learn by providing the correct answer to the problem when called upon. The teacher used phrases that would help them to understand. The teacher would tell the students to ask themselves how I would know when I have to regroup in subtraction. She explained to them that when you cannot take a big number from a small number is when you have to regroup.
B. What did the teacher expect the students to do during and after the lesson? How did the teacher convey expectations for student participation and for accomplishing related assignments and tasks? In what ways did the students demonstrate that they understood what the teacher expected them to do?

Before the instructional portion of the lesson the teacher guided the students through some problems on a worksheet. The teacher would guide them through a few problems then allow them to complete problems on his or her own. Then she would go over them with the class. During the lesson, students were to complete the other part of the worksheet on his or her own. When the teacher would look at the first problem and they were correct, then she would instruct them to move on. The teacher told the students that she expected full participation from them. She would call on the students using popsicle sticks. When she would call on a student who did not know the answer, then should not move on to another student. She would walk through the problem with that particular student so they would understand. The students demonstrated that they understood what the teacher expected them to do by providing the correct answer but also being able to explain his or her answer. The students were given homework for additional practice.
C. How did the teacher help the students take ownership of the learning (e.g., by making the learning relevant to the students, using scaffolding, providing opportunities for students to engage in self-assessment and reflection, teaching compensatory strategies when necessary)?

The teacher helped the students take ownership of his or learning by using objects that they like to relate to them. For example, if you have three pieces of candy, can you take seven pieces of candy from that?The students would also use cubes when they needed additional help. Students seemed to understand more that you cannot take a big number from a little number. Some of them would hold up his or her fingers and answer the question.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY TWO Candidate: Destiny Burns Date: January 22, 2014 Mentor Teacher: Mrs. Weathers Content Area: Science Lesson Topic: Classifying Animals

APS 5: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING An effective teacher promotes student learning through the effective use of appropriate instructional strategies.

A. What instructional strategies did the teacher use during the lesson?
The teacher began the lesson by using a graphic organizer with physical characteristics that describe each group of animals such as mammals, amphibians, birds, reptiles, insects, or fish. While the students gave physical characteristics of each group, the teacher would ask the students which animals could be placed in each group. The students had to use his or her knowledge of the characteristics of the groups to complete an assignment. The students were instructed to color the animals and place them in each group according to the characteristics listed. The animals did not have the names on them so it prompted them to use the characteristics that the class listed. The teacher allowed some students to assist others who did not understand when they were done. At the end of the lesson, the teacher showed a video on the different groups of animals.
B. In what ways did the teacher vary the instructional strategies during the lesson, and why?

The teacher varied the instructional strategies so the students will not be listening to her lecture the entire time. The graphic organizer was used to get the students thinking about the characteristics of the different groups. The students did not know they would need the information they gave to complete an assignment. The assignment was given to place the animals in the particular group based on the physical characteristics. The students were able to help each other because some of them did not know the name of the particular animals. At the end of the lesson, the teacher showed a video on the different groups of animals.
C. What evidence suggests that the instructional strategies were or were not- effective in terms of promoting student learning and success?

The instructional strategies were effective because of the student performance. The students were very engaged throughout the lesson. Over half of the class made an A on the assignments that were given at the end of the lesson.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY THREE Candidate: Destiny Burns Mentor Teacher: Mrs. Weathers Date: January 23, 2014 Content Area: Math Lesson Topic: Adding & Subtracting with Regrouping

APS 6: PROVIDING CONTENT FOR LEARNERS An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or she is able to provide the appropriate content for the learner. A. What evidence suggests that the teacher did-or did not- have a thorough knowledge and understanding of the content? If content errors were made, did the teacher recognize and correct them?

The teacher did have a thorough knowledge and understanding of the content because the lecture was very clear to the students. The teacher used the support documents from the math book online to show the students examples of the problems. She had a simple PowerPoint available to show the students the basics of adding and subtracting with regrouping.
B. What was the content of the lesson, and how did the content relate to the learners and their learning?

The content of the lesson was adding and subtracting with regrouping. It was explained to the students that you cannot take a big number from a small number. If this is the case then you have to regroup. The students asked themselves each time can I take this number from this number. They learned it was a step by step process which helped them understand it more.
C. How did the teacher organize and present the content in order to make it clear and meaningful to the students and to promote higher levels of knowledge, skills and/or cognitive processing?

The teacher presented the content in a way that the students understood what was being taught. When a student would be confused about whether a big number could be taken from a small number, then the teacher would place the situation in terms that they could understand. For example, if you have three pencils then is it possible to take away seven pencils. The students understood situations like this. The teacher also asked Blooms Taxonomy questions to the students in order for them to really think.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FOUR Candidate: Destiny Burns Mentor Teacher: Mrs. Weathers Date: January 24, 2014 Content Area: English Language Arts Lesson Topic: Opinion Writing

APS 7: MONITORING, ASSESSING AND ENHANCING LEARNING An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback. A. How did the teacher monitor student engagement, understanding and performance during the lesson?

The teacher makes sure all students participate in the lesson. She has popsicle sticks with each students name on them. When she asks a question or wants the student to walk her through a problem, she pulls a popsicle stick. The students do not know when his or her name will be called so they have to be alert at all times during the lesson. The teacher walks around while the students complete his or her work. She encourages the students to ask questions if they do not understand.
B. What adjustments, if any, did the teacher make during the lesson, and why?

Some students forgot how to write an opinion paragraph. The teacher wrote a paragraph about why she thought Susan B. Anthony was a great person so the students would understand. She went over the paragraph with the students part by part. She began by talking about how to begin the paragraph with phrases such as In my opinion, I feel, or I think. Then she discussed that there should be at least three reasons to support your introductory sentence. The conclusion can be the introduction sentence restated. The students were instructed to write an opinion paragraph on George Washington Carver. They were to brainstorm his or ideas first on a graphic organizer before they began writing. After doing the prewriting of the paragraph, the teacher walked around to each student to see his or her work. She asked each of them to read it to her before doing the final draft.
C. What types of instructional feedback did the teacher provide to the students, and how effective was the feedback in terms of enhancing student learning?

The teacher provided feedback to the students by reading his or her story and then giving them some advice on how to continue with the writing process. The feedback was effective because the students took the feedback and used it to help better his or writing.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FIVE Candidate: Destiny Burns Date: January 27, 2014 Mentor Teacher: Mrs. Weathers Content Area: Social Studies Lesson Topic: Geographic Features

DOMAIN 3: ENVIRONMENT
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING An effective teacher creates and maintains a classroom environment that encourages and supports student learning. A. Describe the physical environment of the classroom.

The classroom is very neat and is clutter free. The word wall has at least 100 words posted. The desks are set up in way that the students are comfortable but are able to see. Some students sit alone because of his or her parents request. The displays in the classroom are mostly teacher made and the students remember the information on them. The teacher makes sure the students clean up behind when they make a mess.

B. What type of affective climate did the teacher create for the students? The teacher is very encouraging to her students. If she calls on a student and they do not know the answer or understand, then she will walk that particular student through the problem. She constantly tells her students they are the best class she has ever had. When it is time to take STAR Reading or Math tests, she tells her students that she wants the scores to go high up to the sky. They sing a song to encourage them to do his or her best.
C. In what ways did the teacher establish a culture of learning in the classroom (e.g., by facilitating inquisitiveness, motivating to learn, cooperation, teamwork)?

The teacher motivates her students to do his or her best no matter if they are familiar with the content or not. She constantly tells them to ask questions if they do not know. She does allow them to work together on certain activities in order to help each other.
APS 9: MANAGING THE CLASSROOM An effective teacher maximizes instructional time by efficiently managing student behavior, instructional routines and materials and essential non-instructional tasks. A. What were the teachers expectations for student behavior? In what ways did the students demonstrate that they understood the ways in which they were expected to behave? How did the teacher address inappropriate student behaviors, if any, during the lesson?

During the lesson, the teacher expected the students to listen attentively. Throughout the lesson she reminded them to sit in PBIS posture which is a school wide way that the students should sit. Before the lesson the teacher told the students to listen very carefully to the information because there may be a quiz or other graded assignment. The students demonstrated that they understood by paying attention and behaving throughout the lesson. During the lesson, there were only a couple of inappropriate student behaviors. The teacher responded to the student behaviors by changing the two boys color on the behavior chart. Green is excellent, yellow is satisfactory, blue is needs improvement, and red is unsatisfactory.
B. In what ways did the teacher maximize-or fail to maximize- instructional time?

The teacher maximized the instructional time by staying on task and not allowing any time for down time. She stayed on task by sticking to schedule. The students were kept busy and if they finished early, then they were instructed to read a book or finish an assignment.
C. How did the teacher manage non-instructional routines and transitions between activities and/or classes?

The teacher has students use finger actions in order to keep order in the classroom. One finger signifies the student has a question about something. Two fingers signify the student needs to use the restroom. Three fingers signify the student needs a sharpened pencil. Four fingers signify the student would like a drink of water. This helps keep the classroom less chaotic. At the end of the day during dismissal, the class is kept in an orderly manner. The car riders are usually released twenty minutes before the bus riders. She will have a video for the remaining students to watch pertaining to lesson for that day or she will allow the students to begin on his or her homework.