LESSON OBSERVATION REPORT: TEACHING/LEARNING SI |ON Developed Uilizing the 60* Teacher Evaluation Rubric Teacher Candidate's Name_tleadtoc Wuwlerns observer Devan Olver Date fsa KEY: Y= Yes 8 =to some extent N=No NIO=Not observed Centering instruction on High YS] § [ NO: ‘COMMENTS. Expectations for Student Achievement Usiized well writen lesson plan to ude 7 lesson, Connects standards, broader purpose and | 7 transferable skills ‘Connection was made fo previous and fture lesson and learning. ‘Communicated the leaning targelfs) trough WE EN OS Ee verbal and visual strategies Made success erteria and performance task clear to students Classroom Environment and Culture | ¥ | 3 |W [NO ‘COMMENTS: Used learning time effectively. 7 ‘Accessed and used materials fecively, 7 “Arrangement of dlassroom en tliscussion, collaboration and accountabiity. ‘Norms for learning were set up. v Dad you, ecllabe creer: Managed student behavior. 7 wloakance Gelueen hea, ab iy Wee ek nt ‘Ghacked in with a students Fequentiy ‘ (Gtudent status) ‘Curriculum and Pedagogy YS eno COMMENTS ‘Sudents wore motivated to want to paripate Dey ae and brought to presence inthe class? Me Rerene Re ead rest ‘Content was accurate and effecvely "ET aR ets Baswer scafoided ok RLS ‘Showed knowiedge of content ‘Showed pedagogical content knowledge by uilzing a variety of teaching strategies and ‘methods that diferentiate for individual learning needs.Demonstrating Effective Teaching] ¥ |S Practice "i Va COMMENTS Expected, supported and provided the ‘opportunity for participation and meaning making Utlized qual questioning techniques. Tearing was modeled with gradual release of student responsibilty Provided adequate directions and practice ‘elated tothe earning, Expectations and strategies were used to ‘engage al students in work of high cognitive demand. ‘Assosemont of StudentLeaming | Y | 8 | N [NO COMMENTS “Students are asked o assess thelr own Jeaming in elation to success criteria, ‘Assessment tasks are aligned with the 7 learning targes. ‘A variety of assessment strategies for formative assessment were utlized Professional Collaboration and | ¥ | S| N [NO COMMENTS ‘Communication “The teacher well prepared, organized and ‘competent. v “The teacher is iendly and professional a “The teacher Is confident and ulized a postive tone of voice and good eye contact ‘dtonal comments Aurcsone \enparhy gave! (please shareth cesvorce) Teomhel eink, fod greg erty ene weshon a © eS? DMO TE OE YAS greg gebs werwer, ea -Crevte Lie tp Side Teacher Gbeerer te‘SEPP tesson Pon Form Teacher: Heather Hawkins Date: 4/5/16 School: Rocky Mountain High Schoot Grade Level: 9" Grade Content Area Blology Tie: Mendelian Genetis Review Lesson of __ —— ‘Content Standard) addressed by tis lesson; (White Content Standards ciety rom the stondord) Standard 2 life Science, Concept 7 + Physical and behavioral characterstis ofan organism ae influenced to varying degrees byheritable genes, many of which encode instructions for the production of protens. ‘Understandings: (8g ISecs) ‘Genes are passed down throughout generations ln usin Ese uo ri tow tend ean cfinscon eect lame unin ori re jae Sys lO + ese how ats are paseo ofp? west + efine: genotype, phenotype, co-dominance, incomplete dominance, tat gene\ Evidence Outcomes: (Leoming Tergets) very student willbe able to: Create your own lesson objectives fram the standor, follow the ABD format, using stent voice) + sTWBar: Given a et of genes or genotypes, students wll be able to create a Punnett squares, to demonstrate NEMDTE Wats passed dow to offspring oo + They wil be able to identity genotypes and predict phenotypes in future generations. LUstof Assessments: (Write the number ofthe lecening target assoclated with each assessment) Jeopardy Questions willbe asked at varying levels, for students to answer to demonstrate the knowledge of Mendelian genetics and heredity a el ti ere ‘Colorado state University college of Apalied Kaen Stones Paget a[SEPP Lesson Plan Form Planned Lesson Activities | ame and Purpose of Lesson ‘Should be a creative title for you and | Mendelian Genetic Jeopardy Review the students to associate with the ‘ctv. Think ofthe purpose os the ‘miniatondle for what you ae ‘trying to accomplish through this lesson ‘Approx. Time and Materials How fong do you expect the activity | Itisan online jeopardy game that students will use as review tolost ond whot material will you | or genetic review from ther lesson the previous ay. need? | Anticipatory Set [The “hook” to grab students’ ‘tes Aon youtube. com/vatch?v=A28p-0;2ub0. | onenton, mese ore actions and ‘statements by the teacher to relate | This sa jeopardy vdeo that has some funny songs as hints that | the experiences of the students othe | | think will make the students laugh and get them inthe mood ‘objectives ofthe lesson, To put | for Jeopardy! | students into a receptive frome of, [mina * Tofocus student attention on the lesson. + Tocreote an organizing Sramework forthe ideas, principles, er information thats to follow (advanced organizes) ‘An anticipatory sets used any time 2 | different ocity or new concept sto | be introduced. I ‘Tolorado State University Collegeof Applied Human Sciences'TEPP Lesson Plan Form Procedures (include a ploy-by playaccount of Video to get students excited about jeopardy (-3 minutes Whar students and teecher wil do | inluding transition ime) from the minute they crive tothe ‘minute they leave your classroom. Jeopardy game with students to review concept (30 minutes; Indicate the length of ach segment each question “1 minute) ofthe lesson. lst actual minutes.) + question srategies/guided group (or whole-closs) Indcote whether eochis practice feacher input + Check for understanding ‘modeling questioning strategies guided unguided ‘whle-lass practice ‘group practice “individu practice “check for understonding | “other Closure Those actions or statements by a teacher that or designed tring @ lesson presentation to oppropriote conclusion. Used to he students bring things together ia their own ‘minds, to make sense out of what has Just been taught. ny Questions? | No. Ok lets move onis not lasure, | Closure is use: To cue students tothe fact | | | t that they have arrived ot an Important poirtin the lesson or the end of olesson. + Tohelp organie student learning Tohelp form a coherent pletue and toconsoldste, Differentiation To modify: the activi too ‘The lesson is set-up with itfecent levels of questioning (100 pt ‘advanced fora chil, how willyou | questions vs $00 pt questions. Students will be tld this, nd ‘modify ts tht they an be ‘they can then pick questions with the group based on thelr successful? colective ality to answer the quesions. Toextend: Ifthe actvty is too easy {fora child, how will you extend it to develop their emerging skils? (Golorado State University College of Apphed Human Sciences PagesSTEPP Lesson Plan Form Assessment ‘How will you know if students met This overal, shouldbe review for what students learned the ‘the learning targets? Writea previous dy. They also have seen tis material in previous — 7 {fori 20ch assessment. ‘between what the students should know, and what they WHE ‘actully know. (Golorado State University Collage ofApphed Human Sciences Pigee‘STEPP Lesson lan Form Post Lesson Keflection 1. Towhat extent were lesson objectives achieved? (Utilize assessment dato to justify your level of achievement) 2. What changes, omissions, or additions to the lesson would you make i you were to ‘teach again? 3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) Golorado State University College of Applied Human Sciences Pages