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EDU 202/224/389 SED 209

Formal Observation
Student Name: Emily Kessel Date: December 13, 2018 Supervisor: Koren Coughlin
School: Mt. Blue Middle School Topic: Social Studies-How a Bill Becomes a Law Grade: 7th

Description of Lesson:
Students are learning about how government works and, specifically, how a bill becomes a law.

What went well:


Ms. Kessel uses cues such as "quiet coyote" to let the students know to focus on her. As students work, Ms.
Kessel checks in with the groups.
As the class moves into the research portion of the class, Ms. Kessel reviews the directions for the assignment
and also provides resources for the students to use to complete their research. The students have a graphic
organizer on which to record their information.
As students work on their research, Ms. Kessel checks in with the groups and prompts them to move forward
with the activity.
After the research, Ms. Kessel displays the Debate Agenda on the screen and reviews it with the class. When
students express a lack of understanding, Ms. Kessel provides clarification and gives examples of what the debate
will look like.
As the debate begins, Ms. Kessel lets students know that everyone will have a chance to speak and to do so, they
have to wait their turn as part of the debate process.
As students finish the debate, they offer good points to their arguments. There is a clear process to the debate.
Overall, Ms. Kessel was very prepared with materials, documents, and supports for the students.

Think about:
Don't be afraid to slow down the class by stopping everyone to regroup with expectations about noise level and
on-task behavior. The students are very engaged with the activity and are talking over each other and you. As a
result they are missing key pieces of information. Behaviors such as high-fives and other fidgeting is distracting
to the learning environment.
As instructions are given/reviewed, ask a student to clarify or restate the instructions. This allows you to check for
understanding and to clear up any misconceptions.
When asking for quiet, take a pause to ensure that they are quiet. When transitioning to the next part, ask students
to close their laptops. If students are taking a long time to focus on you, acknowledge the students who are
focused and quiet.

Rev 6/16