Q1 Science 17/18

Submission Date 2017-10-17 13:48:03

Teacher Observed E. Aaron

Date 10-17-2017

Time 2:00 PM

Class 6th Science

Time of Period Observed Middle

Partially Not
Evident Evident Evident N/A

Objective is visible. - - -

Objective is relevant, rigorous, and

measurable. - - -

Comments: Students will be able to identify the relationships of organisms in an ecosystem in

order to explain the interdependency of organisms.

When introducing the objective take some time to deconstruct the objective and discuss
new terms (interdependency). Doing so will clarify the lesson purpose for student and
and provide you information about student prior knowledge.

Partially Not
Evident Evident Evident N/A

Teacher demonstrates understanding of

individual learner's needs and plans/promotes
personalization and customization. - - -

Teacher shows evidence of planning for

student choice. - - -

Lesson includes design and planning of on-

going formative assessment and feedback. - - -

Lesson includes plans for students to explore,

create, and innovate. - - -

Comments Mrs. Aaron questions students about specific animal relationships (ex.
predator/prey) with the intent of soliciting prior knowledge. Consider cold calling on
students during this section.

Students self-select from two options: 1. read the textbook and complete a table with
vocabulary definitions. 2. Create a Discovery Boardbuilder
 Partially Not
Evident Evident Evident N/A

Directions and procedures are clearly

presented. - - -

Explicit instruction of content is delivered

logically and in a studentcentered manner. - - -

Real-world connections are made. - - -

Content vocabulary is developed and visually

available for reference/used in lessons. - - -

Teacher’s questions are of uniformly high

quality, with adequate time for students to
respond. Students formulate many questions. - - -

Students engaged in meaningful discussions.

- - -

Appropriate pacing and use of transitions.

- - -

Instruction is personalized and customized for

students. - - -

Lesson summary includes reflection of new

learning. - - -

Students are aware of assessment

criteria. - - -

Teacher provides support, timely feedback, and

monitors each student's progress. - - -

Lesson adjustment occurs if needed based on

on-going assessment results. - - -

Small group work is well organized and

students are actively engaged. - - -

Digital tools are used to enhance learning and

instruction. - - -

Students can articulate and explain the success

criteria. - - -

Content specific literacy strategies are used to

promote reading, writing, listening, and - - -
speaking skills.
Comments Students are offered the choice between gathering information from the textbook
or by reading a Discovery Board. The use of digital tools is certainly helpful in a class but
in this case does the Board provide anything different than the text? When offering
student choice consider having students select from a choice of products. The purpose of
 this activity seems to be the acquisition of new vocabulary (mainly the type of
relationship among organisms). Consider personalizing the lesson by providing choice
between completing the graphic organizer, use of the Frayer Model of Vocabulary
Development, or the development of a relationship foldable.

Good job pointing out reading strategies such as looking for context clues (bold
words/headings). When having student engage with text provided student with the
school-wide annotations poster and have them select one or two strategies to use.

Partially Not
Evident Evident Evident N/A

Current student work is displayed with relevant

feedback. - - -

Classroom space is set up to promote a learner-

centered environment. - - -

Resources and materials are organized and

available for students. - - -

Students are actively engaged in their learning

and acquiring core disciplinary knowledge. - - -

Instructional groups are well structured and

productive; collaboration and communication - - -
is evident.

Positive learning environment and rapport is

established. - - -

Teacher demonstrates high expectations for

learning and achievement. - - -

Students demonstrate that they value the

importance of the content through their active
participation, curiosity, and initiative . - - -

Special education resource teachers and

support staff make a substantive contribution
to the classroom environment. - - -

Expectations of appropriate behavior are

posted and clear to all students. - - -

Monitoring and response to student behavior

supports school-wide discipline plan. - - -

Comments Student-to-student and teacher-to-student interactions are positive. Resources

are available to students in bins located at each student table.
 Follow Up Needed? Yes
Recommended Supports / The objective was introduced at 2:09. A student stated they spent the first half of class
Resources completing uncompleted work, and the butterfly picture, while notebooks were checked.
Please ensure that notebook grading is completed outside of class so the full 90 minutes
can be dedicated to content and instruction. Let me know if other activities that related to
the objective occurred for which I was not present.