UNIVERSITY OF SCRANTON ECUI 531 FIELD OBSERVATION FORM

Name: Christopher Wasnetsky

Date of observation: 3/25/14
School: Holy Cross HS
Cooperating teacher: Ms. Pokoluk

PROFESSIONALISM:
4=Exceeds Criteria: Dresses in a professional manner appropriate for
their field assignment.
4=Exceeds Criteria: Acts in a professional manner appropriate for
their field assignment.
4=Exceeds Criteria: Displays reflective practice by accepting
constructive feedback and implementing appropriate adjustments.
Comments: Chris was professional throughout the observation
process. Be careful during instruction not to "swallow" your words,
especially at the end of sentences when your speech sometimes "tails
off". Do your best to speak each word as clearly as possible. How can
you be sure the students walked out of the classroom understanding
what had been taught?

CLASSROOM MANAGEMENT:
Not Observed: Clearly communicates expectations for learner
behavior.
Not Observed: Gives clear directions and checks for learner
understanding of directions before beginning activity.
Not Observed: Redirects the learner(s) and manages distractions in
an effective manner.
Comments: Did you have the student's attention throughout the
lesson? How can you be sure? Could there gave been a way to
"engage" the students more into the lesson? It relied heavily on your
instruction, and didn't offer a ton of opportunities for student
interaction. It's understandable that this introductory lesson needed
direct instruction to establish a foundation of understanding, but try to
"shift gears" a little during all types of instruction. How can you be sure
the students understand your explanation as you are teaching? Chris let
the students know he was willing to put up another example if it was
necessary. More circulation during independent practice provides more
of an opportunity for student questions.

PLANNING:
3=Meets Criteria: Demonstrates appropriate planning including
lessons, material, resources, etc...
3=Meets Criteria: Assesses learners' prior knowledge before
delivering the lesson.
3=Meets Criteria: Writes clear objectives aligned with Pennsylvania
and professional standards.
Comments: Chris planned a lesson on hyperbolas. When starting a
new topic, start with a basic foundation, and then move into the more
detailed and complex concepts. Comparing the formula for ellipses to
parabolas was effective, gives them a starting point with something
familiar. When writing terms and pictures on the board, be sure to make
them as visible as possible...clear and readable...don't use really small
print. Do you feel you were speaking on their level, or at times did you
use terminology that you understand, but they might not? Did you
consider using the SmartBoard for any part of your lesson, for instance,
for more clear visuals you could have prepared ahead of time.


INSTRUCTION:
3=Meets Criteria: Engages the learner(s) in higher order thinking
skills and developmentally appropriate practices.
2=Needs Improvement: Uses strategies to promote active learner
involvement including any available technology.
3=Meets Criteria: Monitors and assesses learner understanding of
content.
2=Needs Improvement: Effectively projects and uses appropriate
grammar and articulation.
Comments: Chris began by reviewing what the students were just
assessed on before moving into hyperbolas. When reviewing visuals in
the book, visuals on the board always make your explanation more
effective and understandable. Writing important terms on the board, for
instance, vertices, can be helpful. Chris did a nice job of pointing out
possible places were the students may make a mistake when using the
formula. Chris "broke everything down" by providing the students with a
5 step process that was easy to understand. Was there any vocabulary
that would have been worth reviewing before jumping into the lesson
and the explanation of hyperbolas? Chris' explanation during guided
practice was detailed and provided the students with a good model.

Observer: Scott Reilly
Date: 3/18/2014 13:26:04