Scoring and Scripting

Name____Robin Drury__________________ Observer Zimlich Total Score: 86%

Spring 2018- Champ Cooper First Observation
Directions: While watching the video, note the evidence for each indicator in the appropriate box. Then, fill in each box with the score for the
indicator (1-5).
INSTRUCTION
At Expectations (3) Evidence
Standards  Most learning objectives and state content standards are The teacher has an I can statement. The learning activities and I
and communicated. can statement are background knowledge for the standard.
Objectives  Sub-objectives are mostly aligned to the lesson’s major objective.
 Learning objectives are connected to what students have previously
2 learned.
 Expectations for student performance are clear.
 State standards are displayed.
 There is evidence that most students demonstrate mastery of the
objective.
Motivating  The teacher sometimes organizes the content so that it is personally The teacher is dressed as a cow and the teacher gives the students
Students meaningful and relevant to students. choices for which animal to write about.
 The teacher sometimes develops learning experiences where inquiry,
2 curiosity and exploration are valued.
 The teacher sometimes reinforces and rewards effort.
Presenting Presentation of content most of the time includes: The teacher has a presentation organizing her direct instruction.
Instructional  visuals that establish the purpose of the lesson, preview the She has examples for each type of consumer. There is direct
Content organization of the lesson, and include internal summaries of the instruction, somewhat of a guided practice with students
lesson. completing a graphic organizer before writing. The teacher models
2  examples, illustrations, analogies, and labels for new concepts and how to complete the graphic organizer before writing.
ideas.
 modeling by the teacher to demonstrate his or her performance
expectations.
 concise communication.
 logical sequencing and segmenting.
 all essential information.
 no irrelevant, confusing, or non-essential information.
Lesson  The lesson starts promptly. The teacher takes a little bit to get papers out to the groups. She
Structure  The lesson's structure is coherent, with a beginning, middle, and end. monitors the work to make sure everyone has enough time. It is a
and Pacing  Pacing is appropriate, and sometimes provides opportunities for little slow when students are waiting for their writing paper after
students who progress at different learning rates. they have worked on the graphic organizer. It is unclear whether
1  Routines for distributing materials are efficient. they have to wait for the teacher to check theirs before they can
 Little instructional time is lost during transitions. start writing, but then she just hands out the writing pages.
 Scoring and Scripting

Activities Activities and materials include most of the following: The students participate in a discussion. There are guided notes
and  support the lesson objectives. during the direct instruction. The students complete a graphic
Materials  are challenging. organizer and writing on an animal of their choice.
 sustain students’ attention.
2  elicit a variety of thinking.
 provide time for reflection.
 are relevant to students’ lives.
 provide opportunities for student to student interaction.
 induce student curiosity and suspense.
 provide students with choices.
 incorporate multimedia and technology.
 incorporate resources beyond the school curriculum texts (e.g.,
teacher made materials, manipulatives, resources from museums,
cultural centers, etc.).
Questioning Teacher questions are varied and high quality providing for some, but not The teacher asks students to name examples of the different
all, question types: animals. She has them guess answers such as where the energy
1 o knowledge and comprehension, comes from. Most questions are comprehension or recall
o application and analysis, and questions. She lets students ask questions.
o creation and evaluation.
 Questions are usually purposeful and coherent.
 A moderate frequency of questions asked.
 Questions are sometimes sequenced with attention to the
instructional goals.
 Questions sometimes require active responses (e.g., whole class
signaling, choral responses, or group and individual answers).
 Wait time is sometimes provided.
 The teacher calls on volunteers and non-volunteers, and a balance of
students based on ability and sex.
Academic  Oral and written feedback is mostly academically focused, frequent, The teacher reinforces answers. She looks at students’ graphic
Feedback and mostly high quality. organizers and asks prompting questions.
 Feedback is sometimes given during guided practice and homework
1 review.
 The teacher circulates during instructional activities to support
engagement, and monitor student work.
 Feedback from students is sometimes used to monitor and adjust
instruction.
 Scoring and Scripting

Grouping  The instructional grouping arrangements (either whole class, small Students are told they can talk to their group, but there are no
Students groups, pairs, individual; hetero-or homogenous ability) adequately activities explicitly with partners or groups.
enhance student understanding and learning efficiency.
1  Most students in groups know their roles, responsibilities, and group
work expectations.
 Most students participating in groups are held accountable for group
work and individual work.
 Instructional group composition is varied (e.g., race, gender, ability,
and age) to most of the time, accomplish the goals of the lesson.
Teacher  Teacher displays accurate content knowledge of all the subjects he or The teacher has examples of types of consumers. She purposefully
Content she teaches. selected animals for students to choose to write about. She uses a
Knowledge  Teacher sometimes implements subject-specific instructional presentation for direct instruction. She is unsure about
strategies to enhance student content knowledge. categorization of one animal a student mentions and the role of
1  The teacher sometimes highlights key concepts and ideas, and uses sleep. A student asks about producers and consumers related to
them as bases to connect other powerful ideas. economics and the teacher does not make the connection.
Teacher  Teacher practices display understanding of some student anticipated The teacher gives the students choices about what animals to
Knowledge learning difficulties. write about. She tries to choose animals that the students will
of Students  Teacher practices sometimes incorporate student interests and already know a lot about.
cultural heritage.
2  Teacher sometimes provides differentiated instructional methods and
content to ensure children have the opportunity to master what is
being taught.
Thinking The teacher thoroughly teaches one type of thinking: The graphic organizer includes ideas such as explaining why the
 analytical thinking where students analyze, compare and contrast, and animal fits a specific consumer category.
1 
evaluate and explain information.
practical thinking where students use, apply, and implement what they
learn in real-life scenarios.
 creative thinking where students create, design, imagine and suppose.
 research-based thinking where students explore and review a variety of
ideas, models, and solutions to problems.
The teacher provides opportunities where students:

generate a variety of ideas and alternatives.

analyze problems from multiple perspectives and viewpoints.
Problem The teacher implements activities that teach two or more of the following The students come up with ideas for examples of each consumer
Solving problem solving types. category. They explain why a certain animal is a certain type of
 Abstraction  Improving Solutions consumer.
2  Categorization  Identifying Relevant/Irrelevant
 Drawing Conclusions/Justifying Information
Solution  Generating Ideas
 Predicting Outcomes  Creating and Designing
 Observing and Experimenting
 Scoring and Scripting

PLANNING
At Expectations (3) Evidence
Instructional Instructional plans include: The lesson provides background knowledge for the standard. The
Plans  goals aligned to state content standards. students already know a little about carnivores, herbivores, and
 activities, materials, and assessments that: omnivores. In the lesson plan students were not writing a
2 o are aligned to state standards. paragraph from their graphic organizer, but were creating an
o are sequenced from basic to complex. animal and then deciding what habitat they would live in. Students
o build on prior student knowledge. are given choices. On the graphic organizer students tell how they
o provide appropriate time for student work, and lesson and unit know animals are a certain category of consumer, but the
closure. connection is not yet(?) made that animal structures are
 evidence that plan is appropriate for the age, knowledge, and determined by what they eat and do in the environment.
interests of most learners.
 evidence that the plan provides some opportunities to accommodate
individual student needs.

Student Assignments require students to: Students complete vocabulary. They complete a graphic organizer
Work  interpret information rather than reproduce it. on an animal chosen from a list. They write about the animal from
 draw conclusions and support them through writing. the graphic organizer.
2  connect what they are learning to prior learning and some life
experiences.

Assessment Assessment Plans: The teacher can collect their graphic organizer and their paragraph
 are aligned with state content standards. from the graphic organizer. There is a description of the create an
2  have measurement criteria. animal mastery in the FAME chart.
 measure student performance in more than two ways (e.g., in the
form of a project, experiment, presentation, essay, short answer, or (I am not sure whether they got to create an animal or not.)
multiple choice test).
 require written tasks.
 include performance checks throughout the school year.


 Scoring and Scripting

ENVIRONMENT
At Expectations (3) Evidence
Expectations  Teacher sets high and demanding academic expectations for every The teacher models the expectations for completing the graphic
student. organizer. She encourages them to use the proper academic
2  Teacher encourages students to learn from mistakes. vocabulary. She reminds them to use complete sentences and not
 Teacher creates learning opportunities where most students can phrases.
experience success.
 Students complete their work according to teacher expectations.

Managing  Students are mostly well-behaved, and on task, some minor learning The students seem mostly engaged. The students are mostly well-
Student disruptions may occur. behaved and there is little need for redirection. The teacher uses
Behavior  Teacher establishes rules for learning and behavior. limited attention-getter strategies and expected behaviors
 The teacher uses some techniques such as social approval, statements.
2 contingent activities, and consequences to maintain appropriate
student behavior.
 The teacher overlooks some inconsequential behavior, but other
times addresses it stopping the lesson.
 The teacher deals with students who have caused disruptions, yet
sometimes he or she addresses the entire class.

Environment The classroom The teacher has the papers ready to go and has handed out some
 welcomes most members and guests. ahead of time. The teacher listens to the students’ questions.
2  is organized and understandable to most students.
 supplies, equipment, and resources are accessible.
 displays student work.
 is arranged to promote individual and group learning.

Respectful  Teacher-student interactions are generally friendly, but may reflect The teacher listens to the students. The students mostly listen to
Culture occasional inconsistencies, favoritism, or disregard for students' the teacher.
cultures.
2  Students exhibit respect for the teacher, and are generally polite to
each other.
 Teacher is sometimes receptive to the interests and opinions of
students.