UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Lauren Daus & Jose Ortiz

Observer

_____________January 16, 2014

School/Class

Elexia Reyes McGovern

TPE 1: Pedagogical Skills Elementary Core Practices Opening move Questioning and responding Secondary Core Practices _ Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences X Scaffolding Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners X SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans X Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment X Inviting and clean; safe Student work displayed X Caring environment Other TPE 12: Professional, Legal, & Ethical X Classroom management X Teacher speech: clear, pace, warm, tone TPE 13: Professional Growth TEP portfolio Daily reflections

Augustus Hawkins HS, Ms. Moran

Observer Commentary

Time

Whats going on? T explains form for getting famous T: What was our topic on Tuesday? It starts with an I T: What is imperialism? Like a short definition of what it is. (Wait 20 sec) T: So if you think back to the European country, get their resources, enslave people T: Looking through your notes, are there other words that you dont need the meaning of now T: Mr. Ortiz actually said one of the words exploitation T: Can somebody give me a brief explanation of what exploitation means? S: Do we copy that down? T: Yeah, well this is for you. Something you keep track of throughout the unit. Cornell notes handout from yesterday. Some Ss taking notes (like 5) S: Is this in Cornell Notes? T: Yes, you should be taking notes, there will actually be a quiz at the end. S: Wait, can you go back? T: This notes are for you, take notes that are meaningful to you. S make noises when slide changes

8:57

9:03

T: Why do you think diseases werent brought to Europe? S: Clean (Am) and dirty (Europe) S: Because America was new and Europe was old, more people there T: What about the Native Americans? S: Yeah, but Europe was older. T: Good guess. We will learn more about that later. S: I can barely see it from right here (referring to ppt and light). T: Any observations, reflections? S: Slaves T&S: Talk about why? S: Development

9:13

Who said what? T: So write the quote now, you dont have to write the questions. Ss talk n small groups or in partners. T circle

Time 9:17

Whats going on? S explains quote T: Does anyone want to share about Julius Caesar T: What words stand out to you? S: Take over T: What is the quote saying? Quiz on scrap piece of paper If you need a piece of paper T: Were going to give you like 5 minutes T: One more minute so start wrapping things up If you did not get a chance to finish it, you will a chance to finish it next week. T: So if you did finish, raise your hand and we will collect them. T: When you are done, put your things away because we are going to do some fun stuff. S: Are you sure? T: Yes, Im pretty sure The RESOURCErers Stone The rules are displayed on the board Ss make jokes about boats (Noahs Ark, my boat is going to drown!) S: So youre saying that we can steal other peoples cards? About 10 Ss up and talking about trading. 10 Ss now sitting, everyone else up. Ss are laughing lets make a deal. Ss quickly figure out which group has the most stuff.

9:20

9:29

9:41

T: Ok time is up, please go back to your seats. T: Lets go through each individual country and see which resources need. T: Everyone gets an A. Everyone did a great job. T: Ok, calm down, its just a game. Since Outer Space had the most resources, so who did they represent? Ss reflecting on activity T: So there are a lot of voices in the room, so if you could raise your hands so that we can hear each other. T: Take your Cornell notes out. T & Ss more reflection on activity, shares which countries represented who. T: Take out your notes. We will have a quiz at the end as we always do. S: Yall cannot be doing this that fast. We not in college. Yet. T: What is happening in the photo? S: Slaves or workers S: Building houses S: Sugarcane or bamboo New for on imperialism T: Before it was a process of trade. Got rid of middle man.

9:47

9:54 Backpack example. With example of pen and iphone, versus taking the whole backpack. What do you think theyre camping for? S: Money, territory T: Europeans wanted to search for more materials

10

S: They dont do this no more? T: Thats a good question, what do you think? S: No because the U.S. would kill them. T: New form, Iraq war. Its no longer like imperialism. S: So terrorism. T: Yeah exactly. T: What does it mean to civilize people S: To change how they act, like an animal. T: revoices S: Like Neanderthal Go through steps into how to analyze a cartoon. Jot down some notes. So I would write down the white mens burden You can do a see, mean, matter if this organizer does not work for you. 10:08 We will discuss them next class. Ill collect any quizzes if they are still out here. So we have 3 minutes, and we would like to spend it with you. So what do you see in this picture. One person at a time please. Can I have everyone sitting down please. Sit down. So we have a good observation of the political cartoon. Ss notices the differences in the 2 baskets. Ok have a good day.

10:13

Lauren & Joses Reflection: Enjoyed the activity and having resources cards were helpful, also projecting rules was helpful, got to refer back to that. The transitions were smoother today than last week. Seems to work for students. Have prior knowledge, how to relate to today. Feel tired. Wants to incorporate more receptive modalities (thumbs up, thumbs down) to hear new voices Elexias Reflection: Dear Lauren & Jose, I really enjoyed (and so did the students) the The RESOURCErers Stone activity. As you explained the rules, they were also projected so that students could access them in different ways. It was interactive and also revealed some of the conditions of imperialism. I liked how you followed up that activity with the backpack example to explain how imperialism had changed. We spoke about how we could restructure this unit (IN THE FUTURE, NOT FOR THIS UNIT!) around an essential question examining resistance and how this may shift our focus for each learning segment. One thing yall came up with for next week was: Name table tents in order to learn student names and have other students learn names. One suggestion is to really interrogate student responses with how and why questions to get at the essence of what they are saying and to develop critical thought. Enjoyed seeing you today! Take care, Elexia