Appendix D

Towson University

Classroom Observation
Intern: Elizabeth Johnson

Date: 5/5/14
Time: 12:15-1:00

School: Hannah More School

Grade: 6,7

Class
Size: 5

Subject:
MiddleSchoolScience

Mentor: Erin R. Upton

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.

In
Progres
s

Not
Observed

N
A

x
x
x
x

Formative assessment is directly aligned with the objective.

x
x

Instructional materials are attractive and readily available.

Comments:
Informal questioning was used as a strategy to assess students comprehension of assigned reading and their understanding of how information
would translate into a debate process. In future lessons, students ability to explain opinions based on scientific evidence will be assessed.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

x
x

Comments:
It was stated that students completed lab lessons using content concepts that would prepare them for this debate. In future lesson, students will
apply this knowledge.

MotivationforLearning
Connections are made between students experiences and the new learning.

Strategies are used to promote excitement and stimulate thinking.

Positive reinforcement is used when appropriate.

x
x

Comments:

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.

x
x
x

Instructional activities are appropriately sequenced.

x
x

Instructional activities are varied to address different learning styles.

There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.

x
x
x

Expectations/standards for student work are clearly communicated.

Class begins and ends on time.

x
x
x
x

Pacing is appropriate and adjusted based on student feedback.

Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.

Content is accurate.

x
x
x

Instruction makes cross-curricular connections (as appropriate)

Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

Comments:
During this lesson, there was a balance between student directed reading, response to written questions and oral discussion. Increased
differentiation can be offered by scaffolding the expectations/success criteria based on the learner.

Observed

In Progress

Not
Observed

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.
Future instructional planning is based on formative data (Post observation discussion).

x
x
x
x
x
x
x

Comments:
Students were given opportunities to demonstrate the understanding of debate process through oral discussion and written graphic organizer.
When students were flustered by the organizer, they were given opportunities to debrief with teacher.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.

Students demonstrate, reflect and evaluate attainment of the objective.

Comments:
Students were aware upon lesson closure of their next steps for learning (debate preparation), as well as their individual role throughout the
process.

ClassroomManagement
Student behavior is managed effectively.

x
x
x
x

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

NA

Comments:

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.

x
x
x
x
x
x
x

Comments:
Ms. Johnson always exemplifies professionalism in her communication. She maintains a great rapport with students and minimized behavior
management with her communication style.