DANIELSON OBSERVATION

OBSERVATION WORKSHEET
TEACHER: Breanna Kosidowski OBSERVER: Kristin Johnson DATE: 2-25-14
I would love feedback on any class discussions that may take place. Are they going smoothly? Do they seem forced? Also I always
welcome feedback on my pacing. Often I may talk too fast or too much and not allow enough student engagement or time to process.

Element 1
3B2
2. Discussion techniques
Developing-
Proficient
Interaction between teacher and
students is predominantly recitation
style, with the teacher mediating all
questions and answers.
Teacher makes some attempt to
engage students in genuine discussion
rather than recitation, with uneven
results.
Teacher creates a genuine discussion
among students, stepping aside when
appropriate.
Students assume considerable
responsibility for the success of the
discussion, initiating topics and making
unsolicited contributions.
-Started with discussing what will be covered in today's class period
-Asked students to take out notes and began lecture
-Throughout lecture students were being questioned on information from previous days, as well as crtical thinking on current topic, 5
students asked questions on their own without teacher prompt
-Shared the assignment, additional questions were asked by teacher to check for student understanding
-Repeated points a student made so all students could hear
-Allowed students to work on assignment together, discussing responses
Element 2
3C4
4. Structure and
pacing
Developing
The lesson has no clearly defined
structure, or the pace of the lesson is too
slow or rushed, or both.
The lesson has a recogniable
structure, although it is not uniformly
maintained throughout the lesson.
!acing of the lesson is inconsistent.
The lesson has a clearly defined
structure around which the activities are
organied. !acing of the lesson is
generally appropriate.
The lesson"s structure is highly
coherent, allowing for reflection and
closure. !acing of the lesson is
appropriate for all students.
- Began with a lecture for students on Chinese Republic. Added to basic outline presented on PowerPoint. Engaged students
throughout by asking a variety of questions
- After 25 minutes, had students take out the green packet, explained assignment
- Students started working in groups, went back to desk
- Some students began to finish or close up 10 minutes early
- Too much time was left at end with no guidelines from instructor
Element 3
3B3
3. Student participation
Proficient
# few students dominate the
discussion.
Teacher attempts to engage all
students in the discussion, but with
only limited success.
Teacher successfully engages all
students in the discussion.
Students themselves ensure that all
voices are heard in the discussion.
-While discussing the directions, some students were coloring on paper, working on assignments for other classes, one student had his
head down
-During work time, it appeared all students were working on assigned work.
-Group nearest window had one member that didn't appear to be participating at all.
-How do you get more students to participate in discussions?
-During the sharing of answers, some students appeared to be doing things other than listening or thinking (heads down, drawing,
staring off)