EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: March 23, 2017 Observation Time: 45

Teacher Observed: Mr. Serdar Sevinc(a Science-Teacher) Subject/Grade Level: Grade 7

School Observed: Harmony School of Discovery Observer:_IBRAHIM

DOGANAY________________

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

The learning objective was on written on the board: Students are expected to learn the
relationship between force, motion, and energy. They will learn how to compare and contrast
situations where work is done vs. where no work is done.

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

The teacher began the class by giving warm-up to students when they enter classroom. After he
gave the students 6 minutes to solve it, he went over it step-by step and required students to
participate. After they solved the warm-up, they payed attention to the teacher. He started with
nice words. Students are asked the topic they learned previous day. When its almost time for the
period to end, the teacher tells the students to clean their mess they made and to put their
worksheets inside their folder and then the one teacher collects them. They go back to their seats
and wait for the bell to ring.

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

To time students warm up the teacher used computer and projector. They are cutting frogs for an
experiment. They are using so many equipment that help them to conduct their experiment like
knife, plate, gloves, Aprons, and Glasses. To teach the kid the instructional method, the teacher
was using smart board.

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)

It was mostly cooperative since most of the class period was about the students being in their
groups doing experiments on frogs. The teacher, of course, was lecturing when was guiding
students through process.
5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-
ended, quiz, feedback etc)

When they were doing their experiments, the teacher was asking orally the question about the
subject they were on. Teacher did not assess them with any kind of quiz or test. He was giving
the students some feedbacks though.

6- What can you say about the teachers philosophy/beliefs and style? (Traditional,
progressive, behaviorist, student-centered vs. teacher centered, authoritative etc)

I spoke to the teacher and their teaching style was implemented by the district. This academic
year was the first year they introduced into their classroom. Its more of a teacher-centered style.
The teacher believes that its almost the same as the traditional, but a bit more distractive for the
students because they spend more time in groups and they can get off-task easily.

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

Well, if he saw that one student wasnt paying attention, he would get the student back on task by
asking them to answer his question. Since the class was mostly doing their activity, he didnt
have to apply any other techniques. He was reminding them the procedures during lectures when
he needed.

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?

The usual thing students do when off-task, is talk with their neighbor about non-classroom
subject. But in this class there wasnt much of that since there were three adults observing them.
The teachers would just ask them if they had any questions or they needed help. Mr. Serdar was
picking students when he wanted to get their attentions. That way students knew that they can be
picked up by teacher.

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 student-teacher would walk around the classroom when waiting for the students to finish
their warm-up. Most of her communication was verbal. Some were non-verbal, which was facial.
he would look around when he was checking on students if they were on their tasks.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

Well, it was a diverse class. Half of the class was regular students and the other half were special
education students. They were motivated to participate and when they were in groups they
interacted with each other by discussing about the activity. Although some of them could not
actively participate and engage with other because of some disabilities, most of them were
participating even though they were from different backgrounds and ethnicity.

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. 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 to sometimes force students to do what he wants them
to do. That can make them think they are being forced they will finally be scared of the course.

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

I would use the warm-up strategy. This will allow students to remember the pervious class
objective. I would also use the group activity. The stations kept the students awake since they
had to move around, but the stations itself doesnt seem very productive since the students are
left to do the activities on their own and the teacher is there to help out.

13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

First would be the time each student has exact time to talk when the teacher was asking question.
When student got picked up and did not know the answer the student would pick another student
to answer the question that way teacher do not have to consider if they answer the question.
Another one would be public warning. When teacher wanted to warn or tell something to a
person he would tell the whole class to not hurt anybodys feelings.