**OBSERVATION CHECKLIST:

During the Observation: Notes: Pittman (Social Studies)

Students sit in rows facing the front board
Contributors to Positive
(traditional set-up)
Instruction
X Teacher hooks students at the start of the Students come in and have 15 minutes to work on a
lesson(s) vocabulary quiz on SchoolNet

Objectives are written in language

appropriate for the grade level (SWBAT)

X Teacher presents material in meaningful Chunks information using ELA Strategy that he
chunks to students adapted for use in Social Studies
Next assignment is RAFT and textual evidence on
primary documents (to find main idea).
Each student has to take a
letter of Raft for the text
Role of the Writer: Who are you as the
writer? A movie star? The President? A
plant?
Audience: To whom are you writing? A
senator? Yourself? A company?
Format: In what format are you writing? A
diary entry? A newspaper? A love letter?
Topic: What are you writing about?

Teacher models expectations (I do, We do,


**OBSERVATION CHECKLIST:

You do)

X Teacher provides an opportunity for Use of RAFT to find Main Idea

students to practice new skill(s)

Teacher uses manipulatives/hands-on

activities

X Teacher facilitates productive struggle for Teacher scaffolds for students/asks them polling
learners (ex. Error analysis/Open-ended questions t o get them to think through the info. To find
question/Turn and talk) an answer

X Teacher uses proximity and rotates to When Audrey kept saying she was confused, he told
assist struggling learners her to come sit in the desk right beside him (he didn't
want her to be confused)

Teacher praises students effort in class

Teacher uses positive reinforcement to

encourage appropriate behaviors

X Teacher uses timer to facilitate high Teacher uses a timer for quiz and other tasks where
time-on-task students are paired

x Teacher facilitates maximum use of time by Students were pulled out for band and chorus practice.
utilizing activities to engage students in Remaining students continued to work on the WWI
learning during transitions, arrivals, or any
graphic organizer. The Language Arts teacher sent
time spent waiting...
(ex. Sponge Activities~Author of quote/why additional information to students for this intervention
did they say it?; time.
www.tackk.com/mhunter14 )

X Students are actively engaged and excited Students were engaged in the class discussion and
about learning intent on finding the correct answers in their small

**OBSERVATION CHECKLIST:
X Teacher is excited about the lesson
Teacher uses static and emerging visuals to
engage students
X Teacher utilizes a variety of instructional
methods to facilitate learning (whole/small
group, pairs, independent)
Teacher uses wait time effectively
Teacher creates an atmosphere of mutual
respect
X Teacher creates a safe space where
students feel open to ask
questions/contribute to lessons
X Teacher utilizes technology to facilitate
learning
groups. They remained on task for the majority of the
class period.
Teacher appears to enjoy the material he teaches
He did use whole group, small group and pairs;
Question: Who was Austria writing to?
Audrey--I dont know! You confused me! You changed
it when you went over there so I never got the right one
down.
Answer: Germany
Students appeared comfortable with answering
questions;
Audrey chose to sit by the teacher instead of working
with a partner. She stated that she wanted to make sure
she got the right answers and she even tried to talk him
into giving her the answers.
SchoolNet; Students moved on to a paired activity on
technology in WWI (in Google Classroom). Students were

**OBSERVATION CHECKLIST:
X Teacher relates content to real-life; makes
learning relevant to students
X Higher order thinking questions (HOTs) are
utilized effectively
X Students know routine procedures
PRESS (Patterns Relevant Every Student
Staff)
Teacher presents content in a format
appropriate for learners
X Teacher facilitates opportunities for
students to read, write, think and speak
during class
Teacher holds students accountable for
learning content
given pictures and a graphic organizer. Now students
need to give a name and description of the technology,
how did the new technology change how wars were
fought, advantages of new technology, and
disadvantages of the new technology.
Shared a picture of his grandma father in WWI Uniform
with students
Teacher: It looks a lot like me, doesnt it?
Peer in Audreys class: Yes, but he smiles even less.
Teacher: Thanks a lot!
Question: Why were they writing to Germany?
Answer: They are allies!
Question: What textual evidence is there that they are
allies? How do we know?
Answer: Student cites evidence from the text.
Students enter and exit in an orderly fashion and
largely remain on task
Students READ, Write, Speak and Think in small groups.

**OBSERVATION CHECKLIST:

x Teacher elicits prior learning via Teacher reminded students that they had discussed the
instruction same topic historically yesterday and that todays
lesson was based around informational text.

X Teacher utilizes summative assessments (to Quiz results will tell him what students struggled with
inform instruction)

Teacher utilizes diagnostic assessments

X Teacher uses formative assessments to SchoolNet Assessment

gauge students understanding
(Quick/Whole-class prompt!Thumbs up
if.)

Teacher re-checks for student learning;

provides remediation

Teacher revisits objectives at the end of the

lesson to ensure that they were achieved

Teacher gives constructive (prescriptive)

criticism/feedback to affect student
learning