Video Observation

Notetaking Tool
Observers name Michelle Lawless

Lesson observed Chelsea Bowden - Rhyming

Purpose: To provide a framework for reflection and collaborative conversations about

teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes
about what you see and hear. Note any examples or evidence to support answers to the
questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson?
What is the extent of student
involvement?

2. Were there opportunities for

students to
ask questions? What kinds of
questions
were they asking?
How did the teacher help

Notes
The students are involved in the lesson by
answering questions about rhyming and then
having the opportunity to come to the anchor
chart and write.
The students a very involved throughout. The
teacher does a good job of making sure all
the students have a turn when doing
something interactive.
The students were able to ask questions
throughout the whole lesson.
The students were asking questions about
words that rhymed. They also had the
opportunity to ask questions to each other
during their practice time.

students make connections to

what they were learning?

3. Describe the interaction in the

classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome
explicitly conveyed to the
students?

The teacher made connections through

rhyming words such as the words fall and
ball and how we are currently in the season
of fall now. They not only understood that
these words rhymed, but they understood
what these words meant.
The interaction was very open and
comfortable. Students seemed to feel
like they were in an environment where
they could safely fail.
Notes
When the teacher was asking students
what words rhymed with her words on
the board indicated that they were
learning. I could see that they
understood what rhyming words were
and were able to produce new ones.
Yes, the learning objective was
mentioned several times throughout the
lesson. The lesson also only focused on
rhyming and never moved to a different
topic.

3. What evidence did you see that

the learning goals were achieved?
4. How did the teacher monitor
student progress?

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, colearning, etc.)
2. How was content/concepts
presented to students? Was there
adequate explanation of the
concepts to ensure student
learning?

Besides the anchor chart where the

students were producing new rhyming
words, I also saw at the end of the
lesson where they students were
reciting even more rhyming words they
had learned throughout the lesson.
The teacher monitored the students
progress through observations. If a
student didnt seem to be on track the
teacher would stop and give another
example to help that student.

The teacher is facilitating the lesson by

giving instructions and allowing the
students to do the work. This was
mainly a student led teaching portion
where the students decided what words
were going to be written on the anchor
chart.
The content was presented by reading a
childrens book to introduce the concept
of rhyming. There were also worksheets,
and an anchor chart to help support the

content being taught. The concept was

briefly mentioned during the
engagement, but there wasnt any
evidence of the teacher physically
showing students that the reason words
rhyme is because they end in the same
letters.

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

The teacher asked the students to come

up with words that rhymed and asked
them about their past experiences with
rhyming words.
The students had the opportunities to
compare words that rhyme when dong
the anchor chart. They were given a
word and then had to come up with one
that rhymed, essentially they were
comparing their new word to the given
word.
The teacher did give wait time for the
students to come up with a response.

4. What tasks are students doing?

Did the students have the
opportunity to practice their new
knowledge or skill? Did the

The students are doing worksheets to

reinforce the content taught.
They had the opportunity to practice in
multiple ways.

practice help support the learning

outcome?
5. How did the teacher manage the
learning environment?
(Procedures, securing attention,
time on task, etc)

The practice supported the learning

because it was the same concept as
they were doing as a whole group, but
just more individualized to increase the
difficulty.
The teacher calmly dealt with behavior
ignored poor behavior unless it was
disrupting the learning. The teacher
reminded students what they were
doing so they would stay on task
throughout the lesson.

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

The students were given a lot of practice to support the
content being taught
The students were very involved in the lesson especially
during the teaching and engagement portion.
The teacher created an environment that was comfortable
for the students to fail and not become discouraged or
upset.

2 Questions for Consideration

Do you think it would have been more beneficial to
introduce rhyming to these students using just one word
ending such as at like cat, bat, mat?
What else could you have done with the book besides just
read it to them during the engagement? A picture walk
maybe?
1 Recommendation
I would recommend making sure you dont mix up what is
supposed to be in the engagement and teaching portion. I
noticed in the engagement portion that you told them what
rhyming words were. That is teaching not engaging, I
would be sure that I only mentioned rhyming in my
objective and then never said that word again. Maybe
asked them.does the words bat and fat sound the
same? Then in your teaching portion tell them that these
words sound the same because they rhyme. Then explain

words rhyme because they end with the same letters and
sounds and show examples.