UNM COLLEGE OF EDUCATION
SECONDARY TEACHER EDUCATION PROGRAM
CLASSROOM OBSERVATION FORM
Date: February 22, 2010 Time/Period: Block Schedule 90 minutes
Student Teacher: Kitty Hurst Observer: Terrie Howey-Gorrell
Part A: Guiding Questions
1. What does the student teacher think that students will learn as a result of the observed segment of instruction—concepts, skills, ideas, habits of mind, etc.?
Students will learn how to “judge a book by its cover.” They will observe the front and back cover of a book and learn to make inferences about the content of the book. Students will also examine some of their own beliefs regarding racism and the judicial system. This will help students think critically about these important issues when they are faced with them in real-life. Students will get a chance to discuss their reactions, improving their communication skills. Students will then learn some reading comprehension strategies so they can use then when faced with a difficult text. These skills will carry over into all reading material the students are faced with. Students will also learn a little about organization when they create their folders and their table of contents.
2. How does the student teacher relate the instruction to the discipline and/or contexts outside the school?
The anticipation guide is a good way to relate themes and ideas of the upcoming book to the outside world. Thinking about things like racism and the judicial system with a critical mind will help students interact with these in their personal lives.
3. What adaptations did the student teacher make to accommodate differing learning needs?
The student teacher made sure she covered the information in various forms: written on the chalkboard, in hand-outs, and verbally. This allowed for different learning styles to be met.
4. How did the student teacher assess student learning during and after instruction?
The student teacher assessed learning verbally throughout the lesson and collected written responses after. The student teacher introduced “name cards” to the class –a pack of note cards used to make sure everyone in class is responding to questions. This way, the teacher knows each student is contributing equally to the conversation of the class. The student teacher also collected written responses to the anticipation guide at the end of the week.
5. How did technology contribute to the instruction or how does the student teacher think it might contribute in the future?
There was no technology used in this lesson, except paper and highlighters. This lesson was aimed more at discussion and critical thinking. Next week we are going to the computer lab for research and presenting with a projector. The student teacher could have shown the kids some short video clips addressing some of the anticipation guide statements, or the movie trailer for the book.
6. How the instruction contributed to students’ understanding of and use of technology.
The lesson did not really contribute to the students’ understanding of technology.
7. What biases and inequities are present in the instruction or interaction in the classroom? How does the student teacher seek to remedy those inequities?
One inequity in our classroom is that of student participation. The student teacher tried to remedy this by using the “name cards” mentioned above.
Another inequity is reading ability and language fluency. The student teacher tried to remedy these by providing reading strategies to all the students and letting students work together to help each other with language.
8. How would the student teacher revise the lesson if s/he were to do it again?
The student teacher would provide more time for class discussion and some thought-provoking video clips that might engage students in conversation more.
UNM COLLEGE OF EDUCATION
SECONDARY TEACHER EDUCATION PROGRAM
CLASSROOM OBSERVATION FORM
Date: January 27, 2010 Time/Period: First six weeks - Periods 1, 3, 5
Student Teacher: Kitty Hurst Observer: Terrie Gorrell
Part A: Guiding Questions
1. What does the student teacher think that students will learn as a result of the observed segment of instruction—concepts, skills, ideas, habits of mind, etc.?
The students will appreciate and understand different forms of poetry and poetic devices. They will be able to analyze the poems of others and write their own poems following specified formats and rhyming patterns. They will be able to identify poetic elements in the poems of others, and include the poetic elements in the poems they write.
2. How does the student teacher relate the instruction to the discipline and/or contexts outside the school?
Ms. Hurst explained poetry as a genre of literature, divided poetry into types, purpose, speaker, and related poetry to the lyrics of songs, explained and gave examples of Slam Poetry. Students will write original poetry about a Theme of their own choosing.
3. What adaptations did the student teacher make to accommodate differing learning needs?
Ms. Hurst uses lecture, visual aids (chalk board, overhead projector, computer for videos and audio), handouts, think-pair-share, group work, textbooks, and class discussion to engage all students.
4. How did the student teacher assess student learning during and after instruction?
Ms. Hurst has had the students perform a task every day that she has graded overnight and returned to the students the following day. She reviews the previous day’s lesson before proceeding with the new information. During instruction, she asks questions, walks around the room to talk to students, and engages them in class discussion.
5. How did technology contribute to the instruction or how does the student teacher think it might contribute in the future?
Ms. Hurst used video and audio clips of poets and poetry to introduce Slam Poetry.
Because we are located in a barracks, we have limited access to computers; however, we have been able to schedule a computer rolling cart containing 15 computers and a printer for the students to use to find poems and print their own poems.
6. How has the instruction contributed to students’ understanding of and use of technology.
Students must use the internet to find poems, and Word to generate their own poems.
7. What biases and inequities are present in the instruction or interaction in the classroom? How does the student teacher seek to remedy those inequities?
Finding activities for kinesthetic learners has been a challenge. Poetry is difficult to teach to English Language Learners because neither of us speaks Spanish.
8. How would the student teacher revise the lesson if s/he were to do it again?
Be more aware of time constraints, interruptions, and individual students’ limitations and challenges; allow more time for students to work in the classroom.
UNM COLLEGE OF EDUCATION
SECONDARY TEACHER EDUCATION PROGRAM
CLASSROOM OBSERVATION FORM
Date: 11-13-09 Time/Period: Periods 1, 3, 5
Student Teacher: Kitty Hurst Observer: Terrie Gorrell
Part A: Guiding Questions
1. What does the student teacher think that students will learn as a result of the observed segment of instruction—concepts, skills, ideas, habits of mind, etc.?
Importance of William Shakespeare as a writer; Shakespeare’s use of language; Elements of drama; rhetoric; personal relationships, loyalty, betrayal, love of country,
2. How does the student teacher relate the instruction to the discipline and/or contexts outside the school?
Related the assassination of Julius Caesar to the assassination of current/past political leaders; discussed the importance of friendships/alliances/betrayal/trust. Discussed fallacy, persuasive speech (rhetoric). Discussed language used by Shakespeare and how language changes, meaning of words used in stage directions.
3. What adaptations did the student teacher make to accommodate differing learning needs?
Differentiated instruction: Handouts, Group work, research, lecture, discussions with individual students.
4. How did the student teacher assess student learning during and after instruction?
Project presentations w/ rubric; note-taking; quiz; reflection writing, feedback from group work
and discussion. Question/answer time.
5. How did technology contribute to the instruction or how does the student teacher think it might contribute in the future?
Research was done in the computer lab; students formatted Works Cited using MLA Format; Students paraphrased Internet sources, books, reference material. ST Presented lesson on finding and identifying reliable sources.
6. How the instruction contributed to students’ understanding of and use of technology?
Students were helped with Internet research and Word documents.
7. What biases and inequities are present in the instruction or interaction in the classroom? How does the student teacher seek to remedy those inequities? Not observed
8. How would the student teacher revise the lesson if s/he were to do it again?
Allow more time for research and presentations.
