Science ProTeach Informal Observation

Intern: Kyle Quina Course: Physics

Observer & School: GNEvans @ Eastside HS with Keith Gulledge Lesson Date: Thursday April 6, 2017

What to watch for: (Please place a in all boxes where the behavior Comments:
was observed.)
Professional arrive at least 15 minutes prior to teaching and are organized and
ism prepared to teach.
The UFTeach dress appropriately and professionally.
students return borrowed equipment and leave room in good condition.
seek feedback from host teacher.
Classroom Students work together productively and talk with each other about I would like to see higher levels of individual student engagement.
Environment the lesson. You had a good line of questioning, and a number of the students
The majority of students are on task throughout the class. were participating, but others were disengaged, just sitting there
listening. While there was no disruptive behaviour, it would be even
The classroom environment encouraged students to generate ideas, better to see students sharing more of the intellectual load, rather
questions, conjectures, and/or propositions that reflected engagement than just hearing you talk about sound waves & Doppler effect.
or exploration with important mathematics or science concepts.
The teachers classroom management strategies enhanced the
classroom environment.
The classroom environment reflected attention to issues of access,
equity, and diversity for students (e.g. cooperative learning, language-
appropriate strategies and materials, attentiveness to student needs).
Lesson Objectives of the lesson are clearly stated. Did not hear you explicitly state lesson objectives.
Structure The sequence of the lesson is structured to build understanding &
maintain a sense of purpose.
Students are engaged in exploration of an important math or science
concept.
The lesson includes appropriate use of technology to support learning
goals.
Lesson address students BY NAME. Using the video of the car horn was a nice example. Maybe begin
Implementat speak audibly (volume, pace, enunciation). with this to get students thinking & questioning before you introduce
ion the idea of the Doppler effect. You bring up many good thoughts
use questioning strategies to develop conceptual understanding (cite about the video, but it is mostly you telling them what is happening-
The UFTeach evidence).
students ask questions to get students to think about what they hear,
encourage participation of ALL students in the lesson (cite evidence). hypothesize why, how could you show this?
maximize time for learning through pacing & effective management of Second animation is nice, but again, instead of interpreting for
materials. students what they see, ask questions to get them thinking &
generating explanations for themselves.
include safe, environmentally appropriate, and ethical implementation
of laboratory procedures and/or classroom activities. NA Another effective way to visually illustrate the De by drawing the
speaker with the sound waves radiating out as it moves, showing the
 Science ProTeach Informal Observation
compression of the leading waves & extension of trailing waves.
Lesson The mathematics or science content chosen was significant, Students perked up following the video clip, relating the video to their
Content worthwhile and developmentally appropriate for these students. own experiences.
The teachers written and verbal communication is consistent with
deep knowledge and fluency with the mathematics or science
concepts of the lesson.
Appropriate connections are made to other areas of mathematics or
science and/or to other disciplines (including non-school contexts).
Engagement / Elaboration.
Elements of mathematical/scientific abstraction were used
appropriately (e.g., multiple forms of representation in science and
mathematics classes).
Additional Comments:

Intern: Kyle Quina Course: Chemistry

Observer & School: GNEvans @ Eastside HS with Keith Gulledge Lesson Date: Thursday April 6, 2017

What to watch for: (Please place a in all boxes where the behavior Comments:
was observed.)
Professional arrive at least 15 minutes prior to teaching and are organized and
ism prepared to teach.
The UFTeach dress appropriately and professionally.
students return borrowed equipment and leave room in good condition.
seek feedback from host teacher.
Classroom Students work together productively and talk with each other about
Environment the lesson.
The majority of students are on task throughout the class.
The classroom environment encouraged students to generate ideas,
questions, conjectures, and/or propositions that reflected engagement
or exploration with important mathematics or science concepts.
The teachers classroom management strategies enhanced the
classroom environment.
The classroom environment reflected attention to issues of access,
equity, and diversity for students (e.g. cooperative learning, language-
appropriate strategies and materials, attentiveness to student needs).
Lesson Objectives of the lesson are clearly stated. After discussing the women in Chemistry slide, continued with a brief
Structure The sequence of the lesson is structured to build understanding & statement about what the class did yesterday and how todays lesson
maintain a sense of purpose. would build on that. Passes out worksheets and then does an example
problem with the class to get them started.
Students are engaged in exploration of an important math or science
concept.
 Science ProTeach Informal Observation
The lesson includes appropriate use of technology to support learning
goals.
Lesson address students BY NAME. I like your slide showing women in chemistry. How does this tie in to
Implementat speak audibly (volume, pace, enunciation). the rest of the lesson? Although it was interesting to know about the
ion contributions of these chemists, it would have been better to have
use questioning strategies to develop conceptual understanding (cite some brief explanation as to why you were beginning with that.
The UFTeach evidence).
students
encourage participation of ALL students in the lesson (cite evidence).
maximize time for learning through pacing & effective management of
materials.
include safe, environmentally appropriate, and ethical implementation
of laboratory procedures and/or classroom activities. NA
Lesson The mathematics or science content chosen was significant,
Content worthwhile and developmentally appropriate for these students.
The teachers written and verbal communication is consistent with
deep knowledge and fluency with the mathematics or science
concepts of the lesson.
Appropriate connections are made to other areas of mathematics or
science and/or to other disciplines (including non-school contexts).
Engagement / Elaboration.
Elements of mathematical/scientific abstraction were used
appropriately (e.g., multiple forms of representation in science and
mathematics classes).
Additional Comments: