TPE 1: Pedagogical Skills Observer Commentary Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle
TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone
TPE 13: Professional Growth TEP portfolio Daily reflections
Observation Focus:
Novice Names Sarah Patterson Date Jan 28, 2014
Observer Name Irene Villanueva School and Class/Period Rowan Elem., Ms. Carrillo 5 th grade
Observations/Commentary/Scripting
Sarah stood in front of the whole class, while students sat at their desks. She reviewed the viewing of the video they had watched of an interview of the President.
She referred to her own interview of her mother, and asked students for possible questions she could ask. She had written on board a tree chart, indicating things she knows about her mom, i.e., hobbies: baseball, math, knitting; her favorites: Dodgers, dogs, blue; and questions she could learn.
She suggested and wrote on the board, what was it like when you were a child?
Sarah prompted students to ask question to get a story. She suggested, what if she says she likes pancakes, but doesnt like waffles? A student suggested, why dont you like waffles? Sarah accepted the question, and elaborated that type of question could elicit a story from the interviewee.
She called students attention to the questions she had written on the board, what do you notice? A volunteer noted, they all start with what. Sarah prompted students to think about What does that tell you? She continued guiding the students about types of questions, recommending that they not ask yes/no questions, but ask questions to get a story, longer answers. A student offered, What did you do for fun when you were little? and What are your likes?
Sarah called attention to her notes while watching the interview. A volunteer noted that she didnt write out the entire thing, just wrote parts. Sarah reinforced his observation, commenting that she Took out important parts from the interview because she didnt have time, he was talking fast, and his answers were long, so just wrote key parts. She also informed the group that they will have time to practice note taking today.
She directed the students to think about your questions first, and write 3-5 questions. She modeled on the white board, recommending that students leave room to write your answers on their interview question sheets. Students began writing their questions. Sarah monitored students as they worked.
She called for students attention and asked if students were ready. She asked students what is Mock interview. A student responded that they could practice the interview. Sarah informed the group
Questions/Suggestions
TPE 1, 9 well prepared
TPE 5 modeled and facilitated culturally relevant instructionally activity
TPE 2, 4 monitoring student learning during instruction, scaffolding
TPE 7 academic language
they would practice with a partner, asking questions, taking notes, and making a suggestion to the partner, adding another interview question to ask the interviewee. Students actively engaged in the interview practice with their partner, asking an interview question, writing notes on the interviewees response, and taking turns conducting and responding to interview questions.
She asked for volunteers to model their interview in front of the class. Two students volunteered. They modeled asking Why do you like fishing on the weekend? The interviewee responded, I like fishing on weekends because I get fish and then we eat them. Sarah asked if they had an alternate question, but they did not. She thanked the two volunteers and students applauded.
Sarah directed the students to take their interview question sheets home to conduct their interview at home tonight, and tomorrow they will create a story from their interview
Observations/Commentary/Scripting
Debrief: Sarah and I met to talk about her lesson presentation. She commented that she felt bad about the classroom management, that she was not consistent about her expectations of student behavior and participation. Sarah acknowledged that she needs to get students attention before she gives instruction. We talked about possible strategies that Sarah feels comfortable using, to call for and maintain student attention during her instruction. For example, she would like to try raising her hand, and have students follow her example. We also talked about Sarahs use of her voice, intonation and modulation, to let students know when shes serious.
Sarah noted that she could add a worksheet or handout for the interview questions and a prompt of an alternate question from the peer. In addition, she would provide space on the handout for practicing their note taking, include their questions for the mock interview with their partner, and the actual interview questions with a family or community member. She also would like to provide a page of resources for the students to use as references, ideas for questions, possibly after their initial writing of questions, and prior to writing the final draft of the interview questions.
I mentioned that Sarah did a very good job providing a model for the students, demonstrating types of relevant questions, emphasizing meaningful questions, inviting a story from the interviewee and providing a culturally relevant instructional activity.
Overall, I felt that this was a successful lesson for Sarah. She was well prepared and reflective on how things had gone in the lesson, as well as what she might do differently. This is an important quality in becoming a caring, reflective teacher.
Questions/Suggestions
TPE 5 student engagement
TPE 2 monitoring student learning
TPE 9, 10, closing the lesson, transition, lesson pl