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College of Arts and Sciences

Department of Education
Recommended

Model Observation Protocol: Candidate Self-Reflection Form


Directions: Following an announced or an unannounced observation, please use the form below to reflect on the
lesson. Submit the form to your Supervising Practitioner/Program Supervisor within 24 hours of the observation.

Name: Hannah Richards


Observation Details
8:16-9:08 w/ delay from
Date: 10/11/18 Time (start/end):
announcements

Content Topic/ BTEOTL, SWBAT delineate and evaluate the argument made in the Texas v.
Lesson Objective: Johnson Majority Opinion.

Type of Observation: Observed by:


Supervising Program
X Announced Unannounced X X
Practitioner Supervisor

Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?
I think my lesson was well-structured and I have a safe learning environment. Students know to come in and
expect to either get started on a reading quiz from the assigned reading, or to start journaling. In this lesson,
students journaled after taking the quiz. The prompt of the journal related the reading from the quiz to the lesson
for the day about a real trial. Having them journal right after the quiz gave the students who finished early
something to do, and it also gave students extra time if needed. I cut the discussion because of time restraints, but
this did not throw off my lesson. We ended with an exit ticket to wrap-up the lesson. I allowed students to talk to
each other before discussing in class to create a safe learning environment, which helped because more students
were participating after.

Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How would this
have impacted your students’ learning?
If I could teach this lesson again, I would further prompt students during discussions to meet the high expectations
element of CAP. When students respond to questions, I gave them positive feedback, but I rarely asked them more
questions. I can do this by asking something simple like “why?” and “how did you know that” to have students dig
a little deeper. I would also explain and model the court room vocabulary sheet more to meet diverse needs. I
realize now that just giving them a vocabulary sheet may not be the most helpful if they do not know
how/where/when to use it.

Evidence: Where possible, provide one piece of evidence that you believe
Essential Element demonstrates your performance relative to the Quality, Consistency or
Scope of each element.
Smooth transitions – Quiz, journal, reading/discussion, exit ticket. The
objective for the day was written on the board, as well as the agenda for
1.A.4: Well-Structured Lessons
the day.

Since students needed longer than usual on the quiz, I took out the
discussion aspect of the journaling. I modified my original exit ticket
1.B.2: Adjustments to Practice because I did not think we would have enough time to unpack something
so in depth or make the proper connections during class. This week was
odd since we did not have class Monday, the students did not have class
on Wednesday (PSAT), and we were going to do a Virtual Reality tour on
Friday. I changed the exit ticket to mostly just be a reflection of this lesson,
that will lead into writing their argumentative papers next week.
I gave students a list of courtroom vocabulary to use for this reading, as
2.A.3: Meeting Diverse Needs
well as with their outside reading of TKAM.
I allowed students to talk in groups before calling out in class. This gave
2.B.1: Safe Learning Environment students more confidence, and then they were more willing to participate
in the whole class discussion.
When I noticed the same few people participating, I said I was waiting for
someone new and did not call on the same few people, holding more
2.D.2: High Expectations
students accountable. While students discussed, I circulated the room to
make sure students were on task and on the right track.

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