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UCLA Center X Teacher Education Program

MS/SS Observation Form


Novice/Apprentice/Resident Teacher Date

Observer School/Class

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:



Lauren Daus & Jose Ortiz 1/29/14

O. Navarro Augustus Hawkins Per 2


Observations/Commentary/Scripting

L Lauren
J Jose
S Student

Bell Rings

Students are walking in.

Ms. Moran is shaking students hands.

J lets have a seat, get started

Lauren is prompting students to get started. Students are talking

J How are you doing today by thumbs up, down
J goes over the agenda.

As Jose is talking, student are also talking. J maintains the same
voice level. Doesnt raise his voice.

S I didnt bring my notebook.
L do you have paper.

The do now is on the board. What do you need to get done today?

Students are getting out their writing utensils.

L & J are passing back notebooks.

Students are talking across tables. Some students are organizing their
notebooks (using glue sticks, etc.).

S Fuck that hurts.

Students are talking across tables.

About 5 students are on their phones.

Most students are working on their do now. Only a few students are
off task (e.g., sitting without paper, talking, etc.).

L You have two more minutes to finish up this question.




Questions/Suggestions

























I like how you kept your
composure.























How do you address
students when theyre
being disrespectful?



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Observations/Commentary/Scripting

L and J are walking around the class.

L one more minute.

L 30 seconds

L we are going to go over the do now.
S he didnt do shit.
S Miss I didnt do anything.

J Can the material managers get the posters.

Lauren picks up the microphone and directs students to get the materials.

L asks if the groups more time. How much time do you need?

S- 10 minutes All day.

L Will give you 10 minutes, Im feeling generous.

Independent/Group work.

L & J are walking around and checking in with the groups.

Several students are on their phones.

Not many groups are working on their posters. They are sitting and talking.

L walks over to the middle table closest to the door. The students (Black male and female) tell her that
they are done. She walks away.

L looks like everyone is done, were going to give you one more minute.

Class becomes quieter.

S Are we done, are we done.

S Can I step outside

J what do you need to do

The student is allowed to go outside.

L Before we do presentations, can you move the desk to make an L?

Students move the desk.





Questions/Suggestions

























The microphone effectively
allows you to be heard
without raising your voice.



Was this an effective use of
time? I did not see too
many students working.

































I like the arrangement of
the desk in a L shape.
















Presentation

Four students begin presenting.

J Can everyone hear in the back?

Students are reading the poster off the board. All the students are presenting.

Studetns ask questions.

S What does that grid mean?

J Were the export technological things what were they exporting?

J Resources? Can you name a few?

S What was the disease?

S They didnt explain it.

L Does anybody remember the disease?

Ms. Moran Before you move on, I need to make sure that you respect the people that are
presenting. I see your phones out not necessary not necessary Cornell notes.

Students are writing down the assignment information.

Next group

The student are using the metaphor of superman to explain how the white man burden was portrayed.

S Deandre, did they just take the money?

S Did yall explain the white mans burden?

S Think its negative, they coming into your land as if they own it and trying to push their ideas.

J How does this relate to Imperialism? Do you want to huddle up.

Jose is guiding students to make the connection.

J I havent heard from everyone?

S can you do your part up?

Ms. Moran Hold up, yall being rude.

L Clarify the white mans burden

Ms. Moran I really appreciated the superman metaphor.


Questions/Suggestions




















































































Ms. Moran helps facilitate the conversation.

Next group goes up.

Students introduce themselves.

S Can yall read that part over, I couldnt hear anything?

L How did they make all of this money?

S selling merchandise

Students walk off.

Next group.

Students spoke quietly.

S I didnt hear half your presentation.

S Germans wanted to spread light to the rest of the world.

L what were their reasons to bring light?

Lauren breaks down this phenomenon

J What does is document D about?

S I dont remember.

Students silently says, youre stupid.

J gives students group praise.

Last group is called upon.

Students begin their presentation.

One of the presenters goes back and forth. There seems to be some tension among the students.

Transitioning to the next assignment.

L tells students to close their notebooks.

L You should all this to the instructions. Mr. Ortiz and I put things about the room, so you need to
find them.

Fruit snack activity. Students are rushing to get the fruit snacks.
S I wasnt ready


L Once you get your fruitsnacks go back to your group.
Questions/Suggestions







I like how students push
each other to answer tough
questions. This is done in a
respectful way.


































I see students being
frustrated with their peers.
It can be problematic when
students check themselves.


































L Lets debrief about the activity. Where were the fruit snacks?

Students give their responses Students seem engaged. Anxious to do the activity.

L How does this tie to imperialism?

L why do you thnk we put the fruit snacks in different places?

S I would of taken them all.

S You wanted to fight for this, like gold and diamonds.

S its like imports and exports

J For those that got more than 3 [fruit snacks], how did you get them?

S Im tall.

Transitions to Cornell Notes

L Who do you think the people are? So can everyone be quiet.

Lauren is lecturing.

Slide title: Spanish-American War

L Can anyone tell me what a revolt
S Rebel

Lauren is asking students questions during C-Notes.

L Why do you think the US wanted this land?

S Use the land to grow resources that the US didnt have.

L With this strip of land they

S They probably used it to get to somewhere.

L Why do you think the US wanted control the money in Latin America?

L Can I get a thumbs up if you think its cool if the US [has a large amount of the Worlds money]?

Not many students are responding.

L If you can do a think-pair-share on the activity. There is a map projected.

It seems that not many students know what is going.

Can we leave our notebooks?

Ms. Moran - Ladies and gentleman close your notebooks.


Questions/Suggestions







The students seem
engaged. This is a good
example of an attention
getter activity. This can
help get the tone started.








This is a good activity, you
could of extended this to
make a stronger
connection with the
activity. Have students
write, How does this
activity relate to
imperialism?




I like how you are asking
questions to keep students
engaged. However, you
are asking a lot of
questions, I recommend
scripting the questions
before hand.

























I dont know if the students
understand the directions.














Debrief:

In our debrief we talked extensively about creating a classroom culture that creates community. There
have been new students who have been added to the class, which have affected the social dynamic of the
course. There will be efforts to have community building activities weaved into the curriculum,
classroom norms will be created, and student groups will be rearranged.

A big portion of the discussion was on the simulation. There was a recommendation to better tie the
simulation to imperialism. This could have happened by extending the conversation or including a
written component to have students reflect on the activity. Additionally, it was also recommended to
have shifted the simulation to the beginning of the class, as an attention-getter. The students were very
engaged in the activity and discussion of the simulation. Attention getters are critical and should not be
overlooked. It can change the culture of the class period.

Lastly, we discussed the Cornell Notes activity. Lauren did a good job of posing questions during the
lecture. It made the activity feel like an informative conversation. However, at one point there seemed
to be an abundance of questions. I suggested that a couple question be scripted for each slide to give
priority to questions that further the learning process.

In my next observation, I will focus on the Social Studies Disciplinary Rigor strand of the observation
rubric.















































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