College of Arts and Sciences
Department of Education
Model Observation Protocol: Pre-Conference Planning Form
Name: Hannah Richards
Observation Details
Date: 11/08/18
Content Topic/Lesson Objective:
Whole Group
Element(s) to be Observed (circle)
1.A.4: Well-Structured Lessons
1.B.2: Adjustments to Practice
2.A.3: Meeting Diverse Needs
2.B.1: Safe Learning Environment
2.D.2: High Expectations
4.A.1: Reflective Practice
Refinement areas previously identified
I am working on meeting diverse needs, which I have struggled with in the past. I want to make sure that I reach out to
each student as an individual, so this will help me to learn their individual learning styles so I can help them more now and
in the future.
Recommended
Time (start/end): 8:16-9:08
By the end of the lesson, students will be able to independently read “When Mindfulness
Meets the Classroom” and “Instead of Detention, These Students Get Meditation”
closely by highlighting and annotating key details. Students will draw evidence from the
texts to answer questions in their MCAS packets. Students will individually meet with
me to go over their analytical essays
Small Group X One-on-One X Other
Comments
Students begin with a “Do Now” journaling activity that will prepare them to meet with
me individually. I will explain the lesson and leave my expectations on the doc cam so
students can reference them throughout the lesson.
I have noticed that my students struggled in different ways with their analytical essays.
So, instead of having one lesson on the essays, I have decided to meet with students
individually in order to meet their needs.
I will meet with students individually in order to meet their individual needs. I will meet
each student where they are at and help them specifically. For our past few lessons,
students have worked in groups, so this is an opportunity for students to work alone
which will appeal to students who prefer individual work over group work.
We start class with journaling, which is a built-in routine. With the journaling, I will give
students an opportunity to think of what they want to ask me so they are not put on
the spot. I will meet with students individually so they can talk about their essays with
just me, rather than in front of the whole class.
Since I am meeting each student where they are by meeting them individually, I can
push each student. With the students who are at a higher level of readiness, I can
encourage them to go further in their essays.
I have struggled with meeting diverse needs and adjustments to practice, so with this
lesson I have focused on trying to improve upon those elements. I have met with Sable
to discuss strategies on how to do so. I have noticed that my students struggled in
different ways with their analytical essays. So, instead of having one lesson on the
essays, I have decided to meet with students individually in order to meet their needs.
Questions to ask in pre-conference

What are more techniques to implement high expectations?