Appendix D

Towson University

Classroom Observation

Intern: Randy Johnson Date: March 24, 2017

Time: 11:30 -12:00
School: City Neighbors, Hamilton Class
Size: 8 students and
Grade: 2, 3 one teacher
Mentor: Kim Farley Subject:Reading

Not
Observed Observed N
In
Planning Progres A
s
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. X
Lesson objective is worded in student terms. X
Formative assessment is directly aligned with the objective. X
Instructional materials are attractive and readily available. X
Comments:
The objective is appropriate with all content standards, indicators and InTASC principles.
Students will read first grade Dolce, sight words and digraphs.
Students will create complete sentences
Students will identify digraphs.
The objective was reviewed with the students in kid friendly terms.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments:
The 8 students were seated around a big table in a small room. The students were able to see the white board at the front of the room.
The students were on different behavioral and cognitive levels. Sentence starters where used throughout the lesson.
MotivationforLearning
Connections are made between students experiences and the new learning. X
Strategies are used to promote excitement and stimulate thinking. X
Positive reinforcement is used when appropriate. X
Comments:
The students all raised their hands to do the warm up.
All 8 students read of the cards (letter, sound, and word. They took turns holding up the cards.
The students made different sounds with their lips.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as needed. X
1
Instructional activities are meaningful and relate to the objective. X
Instructional activities are appropriately sequenced. X
Instructional activities are varied to address different learning styles. X
There is a balance between teacher-directed and student-centered learning experiences. X
Students are actively engaged during instruction. X
Teacher/student modeling sequence is appropriate to intended learning. X
Expectations/standards for student work are clearly communicated. X
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. X
Transitions between activities are efficient and effective. X
Levels of questions are varied and support the objective. X
Content is accurate. X
Instruction makes cross-curricular connections (as appropriate) X
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. X
Comments:
The lesson started as 4 of the students came up to the white board and underlined the digraphs.
The students read the words. They were re-directed on some of the more difficult words.
Some of the students used the words in sentences.
The students were asked what two letters make the wh, qu, ck, ch, sh, th sounds.

The lesson continued by reading some of the site words.

The students used the site phrases in order to write complete sentences. The students were asked to add details and elaboration to their sentences.

The students then read sentences from the white board. The students were asked questions about the sentences. They answered individually.
Some linking words were discussed as the sentences added details.

Not
Observed In Progress Observed NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions. X
Informal assessment strategies are utilized throughout the lesson. X
Instruction is adjusted based on informal assessments of student understanding. X
Instructional modifications (interventions/enrichment) are provided and based on needs of X
students.
Students practice new learning independently. X
Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post observation discussion). X
Comments:
A small group of 8 students sat around one table and participated in the lesson.
The students were asked to share their sentences with their neighbor.
The students were given a graphic organizer that consisted of site phrases. These could be used as sentence starters.
Sentences were modeled and color-coded on the white board.
SummarizingtheLesson
Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:
As the class continued the 3 objectives were reviewed on the white board as completed.
As an exit ticket the students switched papers and read their neighbors sentence. Each sentence was reviewed.
As a summary, the students created sentences and discussed the details of them on the white board.

2
ClassroomManagement
Student behavior is managed effectively. X
A positive and supportive atmosphere is maintained. X
Classroom routines and procedures are evident. X
Appropriate feedback and reinforcement are used consistently. X
Instructional space, equipment, and materials are organized. X
Comments:
Students were re-directed throughout the lesson. All the students responded in a positive manner.
Professionalism
The intern uses correct English. X
The intern demonstrates knowledge of instructional strategies. X
The intern appears sensitive to individual needs and differences. X
The intern uses AV materials and technology appropriately. X
All written materials are clear and legible. X
The intern uses a clear voice, which is appropriately adjusted in volume and inflection. X
The intern uses non-verbal communication effectively. X
Comments:
Randy, I am very impressed with the different grades and levels (1-8) you are teaching at this school. I have been here numerous times and you
are actively engaged in all students. Your outgoing personality creates a positive environment for the students. You genuinely enjoy the school
and environment you moved to in January. It is a pleasure to watch you interact with the students. I wish you much success and professional
satisfaction throughout your career.