COLLEGIAL OBSERVATION

St. Ignatius College Preparatory

A.M.D.G.
Teachers Name: Eric Castro

Department: Social Science

Observation Date: March 9, 2016

Observer: Yolanda Medina Zevas

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The purpose of the collegial observation is to provide teachers with the opportunity to
visit other classrooms and learn from their colleagues. These observations are collegial, not
supervisory, and are intended to promote collaboration.
LESSON SUMMARY
LESSON
OUTCOMES

AGENDA

Rise of Fascism in the Interwar Years

Current events
Hitler Youth presentation

OBSERVATION
Use the space below to record what happens during your visit.

Class starts slightly before the bell with student news presentation by students
on Syrian Refugee crisis, teachers on strike in Gaza, child soldiers in IS (Islamic
State) and Yemeni Civil War.
Eric starts with Nazi Propaganda Hitler Youth movie in the midst of WWII unit?
Connection between IS and HY. Students all watching attentively and commenting.
Eric compares it to organizations they will know and can relate to and makes
references to class (Aryan code, boy scouts, look at how many kids)
Slide and info/pics for the Hitler Youth. Discussion connection between child
soldiers, summer reading, HY. Lecture on HY, Anti-Semitism and Kristallnacht.
Activity: chart on ideologies for students to complete with people around them. Six
minutes on the timer on the board and second screen. I love this. Students on
task and ask questions as they work. Students are free to split up work or work
independently. Reviews most difficult questions and give examples of different types
of government.
Slides continue with definitions of different military organization. Eric explains,
students write. Q&A. Connections: WWII Japanese internment Tanforan,
reservations.
Move on to next chapter: Ideology spectrum and Setting the Stage for WWII
Aggressors take action. Students continue to take notes on their slides as Eric
presents.
All this sets up WWII blended learning assignments. No class Friday/Tuesday.
Classroom open for kids to work. Test and midterm coming.
Class ends a few minutes early

GENERAL COMMENTS & REFLECTIONS

In light of the principles of culturally responsive teaching, what activities, resources, or strategies did you observe
that you might be able to use in your class?

Students' cultural connections

are affirmed.
How are concepts/activities made
relevant to students
interests/experiences?
How are multiple perspectives
included in curriculum?

How does the teacher show

* Eric constantly makes connections to what kids have experienced and the
history he is teaching
* Middle East, WWII, reference to Pride/pink triangle connection to students
lives
* Numerous reference to students lives, culture (ex League of Nations)

appreciation for students

knowledge of their cultures?

Teacher is personally inviting.

How does the teacher demonstrate

open and trusting relationships?

How does the teacher value student
input and perspectives?
How does the teachers tone of
voice demonstrate care and
respect?

* Eric has a good rapport with students. They chat with him interactively,
upon arrival and during transition. Smiles and laughter.
* All comfortable enough to ask questions and make comments.

Learning environments are

physically and culturally
inviting.
How is student work showcased in

* Eric and Yosup try to keep the walls clear of material so as not to distract
students. On the back wall there is dcor and some materials. The extra (TV)
screen is helpful so that kids can monitor time and still see the assignment on
the other screen.

Other CRT Principles

Students are reinforced for

* All questions answered with not only the question but many times a
connection to SF, school, students lives
* Help given individually and as a class.
* Students have choice of how to work some work alone and others with
with people

and out of classroom?

Are multicultural images, photos,
artwork, dcor displayed?
Does the classroom ambiance
exude recognition and appreciation
of culture?

academic development
Instructional changes are made to
accommodate differences.
Classroom is managed with firm,
consistent, and caring control.
Interactions stress collectivity as
well as individuality.

FOLLOW-UP CONVERSATION
After your observation, please email or meet to discuss questions or comments.

Eric and I discussed the current events assignment. It is a regular occurrence on

Wednesdays. Students have the choice of topic within certain parameters. I like this as it
forces them to keep on top of current events, which, even though they may complain, they
really do enjoy. Making connections with the material is so important. I was also interested
in how Eric uses blended learning. He noted that kids appreciate not being in class they
are empowered to schedule their lives. Due dates are staggered, and students take a quiz
upon their return. I appreciate how Eric balances written work with electronic work.
Students take written notes on readings or videos and then take pictures of this to put into
Notability. I think it holds them accountable for their learning and avoids quizzes being
Open Google.

Note:
A copy of the completed observation should be placed in the Year-End Portfolios of both the observer
and the teacher. Additionally, the observer needs to provide a copy to Jeannie Quesada.