College of Arts and Sciences

Department of Education
Recommended

Model Observation Protocol: Candidate Self-Reflection Form

Directions: Following an announced or an unannounced observation, please use the form below to reflect on the
lesson. Submit the form to your Supervising Practitioner/Program Supervisor within 24 hours of the observation.

Name: Hannah Richards

Observation Details
Date:
Time (start/end): 8:14-9:08
11/15/18
Intro to research unit: “By the end of the lesson, students
will be able to draw evidence from the nonfiction text, “Called
Content Topic/
Lesson Objective: Out” by Barbara Kingsolver in order to complete the Analyzing
the Text questions by using their close reading skills.”

Type of Observation: Observed by:

Supervising Program
Announced X Unannounced X
Practitioner Supervisor

Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?
I think I have done a good job creating a safe learning environment for my students. In this lesson, two very shy
students volunteered to participate during the close reading. Students were able to journal before discussing, so
no one was “caught off guard” by any questions and they had a moment to reflect. While still maintaining high
expectations by further questioning students, I always give positive feedback to students who participate so
students feel confident speaking out in class. There are also expectations set in place so students know that they
are not to disrupt or disrespect other students in any way.

Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How would this
have impacted your students’ learning?
If I could teach this lesson again, I would give more time for discussion at the end of class. Since there was a lot in
this lesson, there was not time to discuss the text as a whole when we finished. The students were to complete the
questions as homework, so I will be sure to go over those as a class the next to “wrap up” the text before moving
forward.

Essential Element
1.A.4: Well-Structured Lessons
1.B.2: Adjustments to Practice
Evidence: Where possible, provide one piece of evidence that you believe
demonstrates your performance relative to the Quality, Consistency or
Scope of each element.
Clear beginning, middle, end: Do now journal prompt, class close read (I
do, we do, you do), and exit ticket check. The do now is aligned with their
new essential question, so students have time to reflect individually in
writing before proceeding. Before beginning to close read, I have students
recall previous times where we close read, and I explained how this is
slightly different since this is nonfiction. I start by modeling, then we
annotate together, and then students complete the reading and answer
the questions alone.
Before reading, I collected data on students’ various readiness levels of
different elements of research writing skills. Students walked around the

2.A.3: Meeting Diverse Needs
2.B.1: Safe Learning Environment
2.D.2: High Expectations
room and placed sticky notes with their name on each poster – Pink = “I
need help”, yellow = “I feel okay”, blue = “I have mastered this”. I also use
exit tickets as a way to gauge student understanding at the end of each
class, and to give shy students a chance to touch base through writing
rather than speaking.
I have the expectations of each element of my lesson posted on the board
for students to refer to. I say these directions out loud, have them posted,
and I ask for a “thumbs up” or “thumbs down” to see if students are with
me. Students have opportunities to express themselves through speaking
and through writing in this lesson.
Students are given the opportunity to journal and reflect on questions
before answering in class. There are expectations in class to promote a
safe environment for participating in class discussions, so two very shy
students participated for the first time in this lesson.
While close reading, I made sure to ask students to expand on thinking by
asking them questions like “why do you think that” and “how do you know
that”. Students are to finish the Analyzing the Text questions for
homework to enhance their learning. While reading the text, I go around
the room so that each student must read at least one portion of the text.
Students were engaged bell-to-bell.