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16)
~Content Knowledge~
Evidence Summary/Feedback/Recommendations:
● You explained the use and purpose of the K-W-L chart. In the future, I’d recommend noting
students’ current knowledge ”using this graphic organizer) of the topic prior to sharing
information in the lesson. This will provide a more valid picture of students’ level of
background knowledge provide pre-assessment.
● You obtained a plant from the classroom and asked students what they could tell you about
the plant as you held it up in front of them. This provided a real life example for students.
● You shared two videos. One introduced plants to the class, providing basic facts and
information. The second was used in the closing of the lesson. It was a brief cartoon type
presentation of fun facts about plants. It shared humor. Both highly engaged students.
● You related the use of graphic organizers (K-W-L example) to materials students use in other
subject areas.
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
(Revised 8.15.16)
Content Knowledge
Rating Average: 3.6
*Goals and Goal(s) and Measurable Goal(s) Goal(s) and Measureable Goal(s)
Objectives objective(s) are not and objective(s) objective(s) clearly and measureable
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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Planning and
Preparation
Rating Average: 3.5
Evidence Summary/Feedback/Recommendations:
● You shared with students that they’d be learning about plants. Try to share specific objectives
with your students ”don’t hesitate to also present them in writing). This may increase
students’ focus on the content and activities. Inform them as to what they’re specifically to
know or be able to do by the end of the lesson. Reflect on the objectives in the closing of the
lesson.
● You rang a bell to quiet the students. You rang it again when talking could still be heard,
obtaining successful results.
● A student called out that his peer’s addition to the K-W-L chart was a good one.
● Students in the classroom were observed enjoying contributing to the K-W-L chart and
appeared comfortable taking risks. Your scaffolding and calm demeanor supported this.
When a student paused in sharing his question for the K-W-L you asked if he had forgotten
what he was going to say. He confirmed this and the discussion continued.
● You ended the lesson with telling students they could share the fun facts just learned through
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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the video. It was dismissal time and the classroom became noisy as students prepared. In
the future, aware of your time limit, be sure to dedicate more time to the lesson’s closing.
Ideally, students are led in reflecting on the objectives of the lesson and their learning
accomplishments.
Classroom
1 - Minimal Criteria
Environment & 2 - Developing 3 - Acceptable 4 - Proficient
Met
Management
No explicit
articulation of clear Articulation of clear
No articulation of Articulation of clear
objectives and objectives and
* Goals/ Objectives clear objectives and objectives and
purpose yet purpose evidenced
Articulated purpose evidenced purpose evidenced
activities were at start and end of
in lesson in lesson.
appropriate to lesson.
objective
Relationships /
Relationships /
Relationships / exchanges between Relationships /
exchanges between
exchanges between all parties (adults exchanges between
all parties (adults
all parties (adults and students) are all parties (adults
* Class Climate and students) are
and students) are appropriate and and students) are
appropriate and
not appropriate or productive at some appropriate and
productive most of
productive points during the productive
the time
lesson
Behaviors are
managed Behaviors are
Behaviors are not Behaviors are
appropriately, as managed
managed managed
* Behaviors evidenced a few appropriately, as
appropriately, as appropriately, as
times but without evidenced most of
evidenced evidenced
maximum the time
effectiveness
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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flow, and pacing. and pacing resulting and pacing, transitions, flow,
in some loss of resulting in little loss and pacing,
Instructional/ instructional/ of instructional/ resulting in no loss
learning time is lost learning time. learning time. of instructional/
learning time.
Classroom
Environment &
Management
Rating Average: 3.4
~Instructional Strategies~
Evidence Summary/Feedback/Recommendations:
● As students shared knowledge, you asked questions such as, How do you know? and Why
do you think? This takes students to a higher level of thinking. When a student contributed
that worms help plants to grow, you asked how.
● Most students were fully engaged with the video presentation as a few looked around the
room or fidgeted in their seats.
● Plants’ structures and their functions were presented in the video. Photosynthesis was
introduced and explained. It would be a nice opportunity for students to add to a class
vocabulary chart focused on plants as they hear new terms (photosynthesis, structures,
features, carbon dioxide, etc.)
● Students were directed to discuss the content presented in the video within their small groups
by Turning and talking . Most students were observed talking with peers and/or an adult at
their group. You could increase students’ participation in discussion by having them turn and
talk more than once in a lesson such as this that incorporates background knowledge and
two video presentations of information. Students might do so with partners.
● You circulated to various groups, crouching beside students at times and interacting with them
as they discussed facts about plants.
● You provided cues when student responses were incorrect, supporting their efforts.
● You repeated students’ shared facts as you wrote them on the K-W-L chart. Information was
provided both visually and verbally. A student was provided with the FM system in order to
access all information and another sat on a balance ball throughout the lesson.
● Near the end of the lesson students added to the -L- column of the K-W-L.
● Many students expressed enthusiasm when you informed them that the K-W-L chart would be
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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hung and would continue to have information added to it as the class learned.
● Students were all focused on the fun fact video that you shared near the end of class. Some
laughter was heard.
Instructional
1 - Minimal Criteria
Strategies 2 - Developing 3 - Acceptable 4 - Proficient
Met
(TCAP Strand 3)
Complete student
Student A majority of participation and
Lack of student
participation and student engagement; Rich
*Participation & participation and
engagement in participation and student driven
Engagement engagement in
lesson is sporadic engagement in discussion occurs
lesson
and inconsistent lesson is evident independent of
teacher
Language is not
Language is Language is
used - or used
accurately used to accurately used by
incorrectly - to Academic language
expand depth of teachers and
expand depth of is referenced
*Academic knowledge and to students to expand
knowledge and to without explanation
Language develop further depth of knowledge
develop further and/or is not age
academic and to develop
academic appropriate
proficiency in most further academic
proficiency in any
parts of lesson proficiency.
parts of lesson
Evidence of
attempted
Strategies reflect Strategies reflect
Strategies do not strategies to
intentional attention intentional attention
reflect intentional intentionally
*Equity to needs of diverse to needs of diverse
attention to needs address needs of
learners in most learners throughout
of diverse learners diverse learners in a
parts of lesson lesson
some parts of
lesson
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
(Revised 8.15.16)
Instructional
Strategies
Rating Average: 3.4
~Assessment Practices~
Evidence Summary/Feedback/Recommendations:
● When a student responded incorrectly, you provided cues to the correct answer, leading
students to further discuss. You required additional detail in responses and confirmed correct
answers.
● Strive to have students self-assess within your lessons. In a whole-class activity you might
have students provide a thumbs-up or thumbs-down signal to show that they agree or disagree
with a response. They might hold Y/N cards to show agreement. This may further engage
students in class discussions while providing you with formative assessment. Provided with
opportunities to turn and talk , students can assess their peers. Students can also self-assess
if asked whether they feel they met the lesson’s objectives. This too provides you with
additional formative assessment.
● You might consider keeping a clipboard handy as you circulate and observe student
performance. It is very hard to remember all of the evidence/data gained through
observation, especially in a classroom of 30 students. Having Post-its easily accessible for
anecdotal note taking and a checklist of students and skills can be very helpful to valuable
recording of data.
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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Practices Met
Assessments are
Assessments are not somewhat aligned Planned
Assessments are
evident or do not with objective(s) for assessments are
*Assessment mostly aligned with
clearly aligned with the lesson but more clearly aligned with
Alignment objective(s) for the
objective(s) for the appropriate objective(s) for the
lesson
lesson assessments might lesson
be considered
Formative Formative
Formative Formative
assessments assessments elicit
assessments do not assessments elicit
require minimal some student
elicit student student thinking
Eliciting Student student thinking thinking and
thinking and and student
Thinking and student student responses
student responses responses
responses demonstrate some
demonstrate lack of demonstrate
demonstrate partial level of
understanding understanding
understanding understanding
Assessment
Practices
Rating Average:3.3
Evidence:
● Most of the students were productively engaged the entire time. The students were quick to
share what they know about plants, as well as what they want to know for our K-W-L chart.
After watching the “All About Plants” video, students were excited to share some new
information that they’ve learned. I was excited to walk into school the next morning and have
multiple students come up to me and ask if we were going to be learning more about plants
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
(Revised 8.15.16)
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
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check-off the groups that I visited with. After the lesson was over, it was time for dismissal. I did
not provide enough time to truly review if the students felt that they completed the objective.
Next time, I will provide more time at the end of the lesson to do so. I also had to cut some
students off from sharing information with the group because there was no time. Next time, I
will provide these students with a sticky note and tell them to write it down, and we can add it to
the chart the following day. This way, they know that their participation matters and they are
contributing to the learning of the entire class.”
Reflecting and
1 - Minimal Criteria
Growing 2 - Developing 3 - Acceptable 4 - Proficient
Met
Professionally
Thoughtful analysis
reflecting an
Accurate
accurate
assessment of
Reflection was assessment of
strengths and
completed and strengths and
Limited assessment weaknesses;
uploaded within 48 weaknesses;
of strengths and identifies general
*Professional hours of lesson reflection responses
weaknesses; ways in which the
Reflections observation; demonstrate
minimal ideas for lesson could be
insufficient specific strategies
lesson improvement improved; student
recognition of ways which might have
receptive to
to improve lesson been more effective;
professional
student receptive to
feedback.
professional
feedback
Reflecting &
Growing
Professionally
Rating Average: 4
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Granite State College School of Education: Teacher Candidate Lesson Observation Report
(Revised 8.15.16)
Your lesson’s timing (last class of the day) and your class size (30 students) made planning
and executing this lesson more challenging than average. You, however, were able to engage
students through your selected materials and implemented interaction among students.
We reflected upon your lesson’s objectives and the need to make them measurable. While
difficult to do when focusing on contributions to a class K-W-L chart and class discussion
involving 30 students, the use of Post-its in your lesson, requiring some written responses (as
appropriate) on the part of your students, will make this possible. As a result, you’ll be able to
determine which students met the objectives.
It was a pleasure to observe your instruction and to reflect with you. Your positive attitude
and acceptance of constructive criticism is appreciated. Your enthusiasm for growing as a
teacher is admired.
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Granite State College School of Education: Teacher Candidate Lesson Observation Report