Education 1100

Observation Hours: Set Two; Total Clock Hours: 5

Curriculum and Instruction
Objectives
1. Identify your observation teachers instructional strategies, assessment model, and standards
implementation.
Directions
1. Complete the observation log each time you observe. Be sure to have your cooperating
teacher initial each line, and at the end of your first set of observations, have your
cooperating teacher sign the bottom of the log.
2. Using the checklists provided,
a. Identify the major instructional strategies utilized and provide example and summary
b. Identify Assessment Approaches (numerous assessments, tests, checks for
understanding) and provide example and summary
c. Summarize the approach to Standards implementation and assessment utilized.
NOTE:
Even though you may be observing the same course, the teacher will do things
differently, depending on the students. Please complete a new form for each
class period you observe.
You are not evaluating the teacher, rather you are identifying the items listed
above.
Please turn in the following items by week 7 (10/6-10/10).
1. Observation log showing five hours of observation
2. Checklist with evidence and examples
3. Reflection focusing on variety of instructional strategies, types of assessments utilized, and
focus on standards.

Evaluation
Category
Observation Log
C & I Checklist

Reflection on standards

Pass
Completed with signatures and
required number of hours
Each checklist is thoroughly
completed with concrete examples
of specific instructional strategies
utilized
Addresses all required points:
Instructional strategies
Assessments
Standards

Fail (must redo)

Missing signatures or represents
less than five hours
Checklist is missing information
and/or samples are not provided

Is missing information

Name: Aleks Todorovic

Instructional Strategies
Activating prior knowledge: In Mrs. Schroeders math class, she activates the
prior knowledge by asking her students the order of operations,
Assessments: Mrs. Ritchie gave her students a summative assessment on the
chrome books that was on the book Daemon Hall. This assessment was primarily
multiple choice with a few short answers.
Mrs. Schroeders and Mr. Eigenfelds classes were all formative assessment. The
instructors asked students questions and the students raised their hands to
answer. Also in Mr. Eigenfelds class, he used summative assessment by
collecting the classes finished labs from the day prior for a grade.
Blooms Taxonomy
o Knowledge
o Comprehension
o Application: Students in Mr. Eigenfelds class are applying the knowledge
they learned from the previous lab and the small lecture the teacher gave
to make educated hypotheses and execute the current lab.
o Analysis: Students in Mr. Eigenfelds class are analyzing their data they got
from the lab by using math equations to see if their data supports their
hypothesis.
o Synthesis: Students in Mr. Eigenfelds class are using both data learned
from the previous lab and the current lab to analyze and draw
conclusions.
o Evaluation
Content Area Reading Strategies (CAR)_____________________________
Checking for Understanding: Mr. Eigenfeld asked questions to his students to
make sure they were understanding the material; what is energy again? What is
the difference between kinetic and gravitational potential energy?

 Concept Maps:
Cooperative Learning: Students work together on their vocabulary boxes in Mrs.
Ritchies class. For example, students divided and conquered the words they had
to look up in the dictionary and then collectively shared their answers.
Critical Thinking________________________________________________
Demonstration: Mr. Eigenfeld demonstrates the lab for the students. Showing
them how to adjust the string length, tie the weight onto the end, and how to
properly count the amount of swings the pendulum takes.
Direct Instruction: Mr. Eigenfeld gives students exact instructions on how the lab
should be done. He reads off of the lab sheet that he also gave the students.
Discovery: Students doing the lab in Mr. Eigenfelds class are discovering if they
can predict the amount of swings a pendulum will take if given the length of the
string.
Discussion: Before doing the lab, Mr. Eigenfeld asks the students to discuss as a
class what they had found in the days prior lab (that the length of a string in a
pendulum will effect the amount of swings) and how that can contribute to
todays lab.
Drill and Practice: Ms. Krall-Meske uses drill and practice with her 8th grade
Spanish students when it comes to vocabulary and spelling. They do exercises on
the board where students go up and fill in the blanks of sentences where they
must guess the correct word and spell it correctly. They also play around the
world where the teacher gives a sentence and the student who gives the correct
word first moves on to the next student.
Graphic Organizers______________________________________________
Group Work: small groups, large groups: Both in Mrs. Ritchies and Mr.
Eigenfelds classrooms, students split up into small groups to either work on the
vocabulary packets or to work on the lab assigned.
Guided Practice________________________________________________

 Hands-on Learning: The students in Mr. Eigenfelds class are involved in handson learning during the lab. They are physically touching, counting, and timing the
pendulum that they have.
Independent Instruction_________________________________________
Interdisciplinary Instruction______________________________________
Journal Writing: Mrs. Ritchie asks the 3 students who attended the preschool the
day before and today to complete a journal entry and place it in the class binder.
In this journal entry they are to write about what they did with the preschool
children, how they felt about the activities, and what they would change or keep
if they were the ones designing the lessons.
Lecture: Mr. Eigenfeld gave a small lecture to students on the lab they were
about to do and what information they would be using during the lab
Metacognition_________________________________________________
Problem Based Learning_________________________________________
Projects______________________________________________________
Questioning Strategies: Levels of Bloom____________________________
Reflection_____________________________________________________
Role Playing___________________________________________________
Other________________________________________________________
Assessment Types utilized
Assessments, Tests, Checking for Understanding
Mrs. Ritchie gives students a quiz to take on their chrome books. These quizzes
are based on the book they are currently reading to check for understanding as
well as completion
Mr. Eigenfeld is constantly asking students for definitions of vocabulary words
that go along with the unit they are working on; motion, energy, gravitational
potential energy, and kinetic energy.

 The lab the students did the day before in Mr. Eigenfelds class had questions at
the end that students were asked to fill out for homework. The teacher collected
the completed labs and they were being taken for a grade.
Mrs. Schroeder used formative assessment by asking questions to her class and
then having them answer by raising her hands. She would ask simple questions
such as So if the equation is 2x=24, what does x equal? or If x=3, then what
would 17x=?.
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Standards Focus
Activities
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