Appendix D

Towson University

Classroom Observation
Intern: Elana Kanter

Date: 3-4-15
Time: 9:30 10:30
Class
Grade: 7-8
Size: 25
Subject:Interventionclass

School: TJEM
Mentor: David Baum

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observed

N
A

X
X
X
X
X
X

Comments: You are to be commended for teaching this class w/o prior interaction.
Drill was appropriate for age group and objective.
Lesson is aligned with appropriate content standard and indicator.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments:
Students understand routine for use of computers and completing research.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments:
Effective questioning of students about their interest in community service (drill)
Lesson / worksheet was high interest for students and age appropriate for these students.
Suggestion: Have the worksheet directly relate to the experiences of these students. Have them cite examples within the state of Maryland or
within the city of Baltimore.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.
Instructional activities are appropriately sequenced.
Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Homework assignment is appropriate.

Comments:
Worksheet was clear and to the point. Students were able to find resources to answer questions.
Most students were focused and attentive to the task at hand.
You circulated to make sure all students were participating.
Good cross curricular content with community service topic.
Suggestion:1. Have one of the students model one of the questions and how to research an answer. Give them examples of the different search
engines to complete research.
2. Maybe have poster paper up around the room with each question on it. Half way through the research have 5-6 of the students
pick out of a hat which question they had to answer. Repeat as you see fit. Then have them write it on the poster.

Observed

In Progress

Not
Observed

NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.

Informal assessment strategies are utilized throughout the lesson.

Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.

X
X
X
X

Formative assessment is completed during the class period.

Future instructional planning is based on formative data (Post observation discussion).

Comments:
Students were allowed to pick 6 of the 16 topics on the board. This allows them to find something of individual interest.
Suggestion: To make sure all the questions were covered, assign each student ONE of the questions and then let them do 5 more of their choice.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments:
You had students come up to the board and review the names that were on the worksheet.
Students had good extension comments on the basic answers.
Thumbs up or down is a good indication of what the students thought.
Good exit ticket. Short, clear and to the point.
Suggestion: Make sure you collect the laptops ( or close the lids) before you summarize the lesson. This will prevent playing games during the
review.

ClassroomManagement
Student behavior is managed effectively.

X
X
X
X
X

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments:
Your management of the students is caring and consistent.
Good comment to student A. Get your computer out . Instead of telling him to get to work You redirected him a second / third time about
not doing his homework.
Suggestion: Because he was uninterested/ not participating in the lesson, give him an individual project. Something of high interest. Sports,
Music, Money, social media. ?? This is a very difficult situation.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.
Comments:
Rapport and interaction with the students was done in a courteous and professional manner.

X
X
X
X
X
X
X