Observation Form

Student Teacher: Claire Wang Penn Mentor: Pam Gallagher ALL NOT S W!"TT N ON T#"S $OC%M NT A! "N &!AW' FO!M( T# ) A! N * ! TO + %S $ + )ON$ T# TWO OF %S W"T#O%T SP C"F"C O, F!OM T# A%T#O!S( This is a M%STPlease .rovide a sta.led co./ o0 the lesson .lan1 along 2ith necessar/ handouts or assessments1 notes and revisions to Pam(

"n3uir/ 4uestion:
5Should home2or6 be eliminated78 N+( this lesson doesn't have much to do 2ith this 3uestion toda/ as " am a guest
teacher 0or this to.ic(

Section " 9 Pre9lesson conversation

$ate: A.ril :1 ;<:=

Focus and goals o0 observation General 0ocus: Student bod/ language S.eci0ic goals: T 2ill be conscientious about students' 0acial e>.ressions and bod/ language throughout lesson and use student cues to guide lesson ?more .ractice1 etc@( Notes: " am un0amiliar 2ith students in this class1 and m/ interactions have been ver/ limited( As is e>.ected(((( This is a great o..ortunit/ to each in a class 0or 2hich /ou are going to be certi0ied to teach through the Pra>is route( "t is ver/ commendable that /ou have ta6en so much time to observe and 2or6 2ith students in Math in addition to /our Chemistr/ .lacement( "t is great to be able to observe /ou hereSection "" A Observation notes

!ecord o0 events 9 continue on se.arate sheet i0 necessar/( Please attach all additional sheets( This classroom is so neat and &breeB/'((( it is ver/ much a .lace 0or learning and learning math( Ma6ing name tags so that claire can call them b/ name ?suggestion: in the 0uture1 teacher9made are usuall/ more &visible' 0or the teacher than student made name tags@ Nicolete ma6es this a good learning climate ?some in man/ not immediatel/ a..arent 2a/s unless one reall/ loo6s@( G( She has shades arranged to ma6e the room bright 2ithout ma6ing the screen 2ashed out( These students are 2hat grade7 The/ act li6e honors seniors((( -This class is almost too 3uiet--Ss come u. to solve the do no2 3uestions((( all seem ver/ attentive( T introduces the to.ic o0 the da/ but not /et the obC 0or learning 2ith a ver/ &ha../' 0ace and demeanor( Ss seem ver/ com0ortable 2ith /ou ?Cust su.er 3uiet-@ the obCs go u. on to the screen((( the/ are ver/ measurable(( but " am not sure 2h/ Ss ae not co./ing them((( so the/ alread/ have them777

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)ou are using slides 2ith 2hich /ou interact ?not Cust read@( Fol6s are ta6ing notes( " notice that all Ss seem to have organiBed noteboo6s and are ver/ attuned to ta6ing notes( " see not a single student not care0ull/ 2atching and listening( Nice Cob using color and notations on slides to .oint out 6e/ ideas( the onl/ .ossible modi0ication might be to be more high energ/ or being more verball/ varied in /our voice levels( Ss seem to be ha../ though( The bo/s in the ver/ bac6 b/ the closets seem to tend to go o00tas6((( " don't thin6 the interactions are content related( slide changing bet2een log and e>.onential 0unctions * !)ON is ver/ activel/ ta6ing notes( /es are su.er 0ocused this is a great slide -- /our design777 " notice that the teacher also has an overhead .roCectorG doc cam((( did /ou as6 2h/7 These are still great 2a/s to engage students( Smart boards are 0ine but one t/.icall/ turns one's bac6 2hen 2riting( The teacher can be much closer to individual students1 ma6ing e/e contact and .acing onesel0 in a much more &connected' 2a/ 2ith the overheadGdoc cam i0 it is located e00ectivel/( The/ are great com.anions to the Smart board allo2ing TGS interactions 2ith both1 o0ten at the same time( Let's chat( So 0ar this lesson is ver/ teacher centered1 notes driven and su.erbl/ su..orted 2ith visuals to su..ort e>.lanations and note ta6ing(( Ss are 2idel/ 2illing to res.ond sort o0 in unison ((( this could be develo.ed in an/ class and as " have said since Se.t it is a great 0ocusing tool that su..orts retention 0or all students not Cust those 2ho raise hands to .artici.ate ((( let's chat about ne>t /ear( )ou have a slee.er sitting near me(((( van((( the 3uiet nature o0 this room can lull a .erson to slee. i0 e>hausted thus raising /our energ/ level can be hel.0ul 0or tired teens( " am 2ondering as /ou solve the e>am.le ?a@ i0 /ou shouldn't have gone to a blan6 slide to ma6e /our .roblem solving &0ormat' much more clear 0or students( "0 each .rob that /ou are going to solve 0or the class 2ere on a se. sheet then /ou'd have them read/ to go 0or class revie2 or collaborative solving( /ou can al2a/s return to the .roblem list as /ou need it(( "t is ver/ good to be moving about to chec6 0or Ss understanding((( then /ou indicate to the class 2hat /ou sa2 among their solutions(((( The/ 6no2 /ou are loo6ing((( -( Those t2o bo/s in the bac6 ?closets@ are chatt/ and .erha.s o00tas6( " notice that to solve the second .roblem the initial .roblem is not 2ritten at the .oint o0 solving( This can be ver/ di00icult 0or some Ss 2ho need to see it all together se3uentiall/ 0rom .roblem through solution( the change in color is good but 0ormatGla/out might be con0using 0or someH con0usion b/ or at least a comment 2ould be made b/ a .rinci.al 2ho might be doing a 2al6 through observation ((( The Ss might be 0ollo2ing ?the/ seem ver/ bright@ but clean1 se3uential ste.s reall/ should be .resent F)" 0or demo lessons 0or a Cob or 0or ne>t /ear's obs-;;=<<DDEF(doc
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N"C IO+ +asic .ro.s slide " again see that most are ta6ing notes but the bo/ in the bac6 ?closets@(((( is on his .hone and no2 is ta6ing notes ver/ clear notes (( /our slides7 the/ are reall/ nice third .ro.ert/( S 2ants /ou to sho2 it another 2a/ and /ou do so(( " am 2ondering i0 the rest o0 the class is connecting it to the .ro.ert/7 di.stic6ing here can be good again(( /ou restate the .ro.ert/ and 2hat /ou Cust sho2ed on the board again1 retros.ectivel/1 it 2ould have been best i0 /ou had been able to do this 2or6 on a ne2 slide 2ith the .rinci.le and then the restatement G! AT SL"$ ((( 5let's do these together8( good use o0 color and clari0ication nice sca00olding integrated 2ith S .roblem solving( Students * !) attentive this class is almost cree./ 3uiet--transition to 2or6sheet((( doing 0irst F and &then " have a tic6et out 0or /ou'( ahhh1 /es this is the .recalc class((( " hear some collaboration but mostl/ .eo.le are 2or6ing alone and the bo/s in the bac6 haven't started The/ start 2hen the/ see /ou coming( Again /our 3uestioning seems to bring out student 3uestions /ou .lace solutions on the screen N"C 99 the .roblems are in blac6 and red and later the Ss 2rite ans2ers on the board in a third color( " notice that /ou 2atch /our 2atch care0ull/ to insure to get closure in7 home2or6 is e>.lained then a &tic6et out' N"C e>it tic6et((( ver/ orderl/ FLOW o0 the lesson(( /ou di.stic6ed them to get a sense o0 2here the/ are G 2ere and 6e.t the lesson moving( /ou got their attention 2ith the chem on the bac6(( that is the most animated " have seen them-good use o0 &scra.' .a.er--oo.s never as6 the Ss to hold on to name .lates--- it 2on't ha..en-------- HJ@
$ate: A.ril :1 ;<:= Class: Pre9Calculus Pd K =
F

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Section """ A Post9lesson conversation $ateLLLLLA.r :1 ;<:=LLL Some o0 these notes develo.ed among Claire1 Nicoleta1 and Pam 2hile others arose during discussions bet2een Pam and Claire later( Notes A Goal M "n 2hat 2a/s 2as the goal achieved7 M "n 2hat 2a/s does the goal need to remain in .lace1 or be re0ormulated1 and 0urther .ursued7 Students 2ere ver/ engaged( The/ clearl/ 2ere 2illing to as6 3uestions but their engagement 2as largel/ concentrated attention to the teaching( The/ do collaborate but 2hen given chances to 2or6 on .roblems1 the/ seem mostl/ to 2or6 alone 2ith some 3uic6 chec6ing in 2ith a neighbor( This is li6el/ the culture o0 Ms Tatura's ma6ing( She runs a tight shi.( " 6no2 that in /our Chemistr/ classes1 students more activel/ interact 2ith /ou and each other( +eing mind0ul o0 student &signals' is a ver/ im.ortant s6ill and mindset 0or teachers( All too o0ten it is eas/ to get immersed in di00icult content and not .ic6 u. on 2hat student bod/ language is telling the teacher( This is a li0e long s6ill both in and out o0 the classroomNotes A Other issues M What else came u. during the lesson that 2as note2orth/7 Sur.rising7 *aluable7 Troubling7 As 2e discussed 2ith Nicoletta a0ter class1 these students are ver/ 3uiet and subCectGgrade driven( The/ reall/ concentrate in class and t/.icall/ give their attention to the da/'s 2or6 ever/ da/( #ere is a .lace 2here teacher .ersonalit/ can .la/ a crucial role1 raising the energ/ level1 .roviding humor1 and hel.ing Ss engage 2ith each other( The t2o bo/s in the bac6 99 the/ are o0ten bored ((( some di00erentiation here might be use0ul( that this 2as Claire's 0irst time .lanning 0or and ma6ing use o0 a Smart board ?in chem class it is a Promethean board@((( the .rogramming is certainl/ di00erent !ecommendations 0or 0uture .ractice: :( As discussed bet2een Claire and Pam: being ver/ mind0ul o0 the climate that this teacher has .rovided 0or the teaching and learning o0 math as 2ell as a .lace 2here there is a sense o0 order1 cleanliness1 and 0ocus on content as 2ell as &beaut/'( ;( remaining mind0ul that math solutions remain visuall/ se3uential1 neat1 and deliberate F( insuring that even the sh/1 3uiet Ss 0eel that it is a &re3uirement' and im.ortant to collaborate .roductivel/ 2ith classmates((( that this is a li0e s6ill1 not Cust a teacher 2himAreas o0 demonstrated im.rovement and success: :( su.erb1 clear1 e00ective1 attractive teacher made Smart board slides( ;( FL N"+"L"T) in addressing student 3uestions and teacher .erceived student concerns( +/ reading student signals ?visual and verbal@ .ractice and restatements ha..en regularl/ throughout the teaching( F( there is a 6ind encouragement in ho2 ever/thing is 0ramed and e>.lained ((( teacher bod/ language1 0acial e>.ressions constantl/ ma6e the class 0eel ver/ sa0e and encouraging(

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