Department of Teacher Education & Learning Sciences

Elementary Education Program

Formal Observation Reflection

Directions: Complete the reflection questions and submit your response to your observer prior to having a post-
conference to discuss the observation. If a conference is held immediately after the observation you will submit
your responses to the observer the following day via email.

Name: MiKayla McLamb Date:11/6/17

1. To what extent were learning outcomes appropriate and achievable to your students?
The learning outcomes were achievable through the discussions we had
throughout the lesson. Students broadened their perspective of different cultures in the
book. We observed the way the people were dress, their forms of transportation, and
their locations on the world map. Students could successfully see differences in the
people in the book. However, in the end we came together on the conclusion that we
could not get the things we need without the help of everyone around the world (in this
case it was make an apple pie). The activity for this lesson provided an opportunity for
students to retell the story through a passport. As the students traveled from table to
table they had time for student discourse in small groups. We came together in the end
and reviewed our passports to retell the different settings in the story and what
happened at each one.
2. How effective were your instructional strategies? What changes would you make in
your instructional approaches if you taught this lesson again? Why?
My instructional strategies during my lessons were effective to specific
activities. I had rules set up for traveling from table to table and I asked the students to
raise their hand when answering a questions. However, I did not think to create a
strategy to grabbing my students attention while they were talking in their small
groups. This resulted in having to restate instructions multiple times for everyone to
hear and pay attention. I would change that by creating some form of attention grabber
like clapping or a chant to collect the students attention back to me.
3. Evaluate the effectiveness of your oral and written communication with students.
(Consider how well you communicated learning objectives, clarity of directions, use of standard English, quality of
questions and effectiveness of discussion techniques.)
Communication was very strong throughout the reading portion of my lesson.
We discussed great questions and topics as a class. When we moved into the activity I
could have created simpler directions to follow. The activity involved a lot of movement
and students had to pay close attention to stay on task. I used many cues to refocus
the class, such as reminders about what was expected of them. We ended with
reviewing our passports and talking about how we could not make an apple pie without
all of the countries.
4. Evaluate the level of student engagement in your lesson . (Consider how you presented the
content/skills, the activities and assignments for students, grouping of students, and structure and pacing of the
lesson.)
I wanted my lesson to involve a lot of student engagement. When working with
the map I would ask for help locating different locations. Students were allowed to
come up and touch the board to locate countries. The activity involved small groups of
3 so that all students could stay engaged and on task while at each station. We ended
the lesson with a whole class discussion where the students discussed questions
 about diversity. We discussed how we could not make an apple pie without all the
countries help. Just like how we would not be a full class without everyones different
qualities.
5. How effectively did you use instructional materials, resources, and/or technology?
I thought my materials were very effective. I used a large map on the projector
screen to present to the class. Students were able to see the large picture and touch
the screen to show me the countries. I used printed flags to discuss different countries.
The students were able to successfully associate a flag with the ingredient from that
country. The book I chose for this lesson was age appropriate and relatable to all
students. All students were engaged with the story and the discussions we had about
it.
6. To what extent were your assessment strategies effective? What changes would you
make in your assessment approach if you taught this lesson again? Why?
I ended up having two forms of observation for this lesson. I had the passport
retelling activity where the students recalled events from the book to fill out their
passport. However, I ended up modifying my assessment strategy towards the end of
my lesson. I performed an informal group assessment through a group discussion. I
asked questions and presents situations that the students reacted on. This helped me
to assess the students understanding of culture.
7. To what extent was your feedback to students accurate, substantive, constructive,
specific, and/or timely?
I try to address every student with feedback as soon as an as answer or
situation is presented. There were many times I would have to direct my students in
the right direction with pages in the passports. I would always make a point to tell the
class about a students answer when they speak in group discussions. This makes
sure that the students answer is heard throughout the whole class and helps the
speaker feel that their opinion mattered. At the end of my lesson I thanked the class for
being on their best behavior and working hard throughout the whole lesson.
8. To what extent did the classroom management and environment contribute to student
learning? (Consider your classroom procedures, your use of physical space, and the students conduct.)
My lesson involved a lot of movement; therefore, classroom management was
very important. As the students traveled from table to table they had to acquire a ticket
to move the next table. To make sure everyone was ready to move I made everyone
raise their ticket and passport book into the air to show me that they were ready. This
made sure that everyone was ready and that no one would leave his or her passports
behind. All of the tables were placed in a circle so students would move in a clockwise
motion around the room. My mentor teacher advised me to do a clapping technique to
get my students attention when they become rowdy. I would clap a certain rhythm and
they would respond by copying it. This helped the class center their attention back on
me when needed.
9. Did you make modifications to your lesson plan during the lesson? If so, what were
they and what motivated these changes?
I did not make any drastic modification during my lesson. The students seemed
to have plenty of prior knowledge on the topic of travel and transportation. During the
lesson I could tell that all students were engaged and answering questions when
asked. When we had our final discussion and reviewed our passports I decided to use
pictures of flags to identify countries rather than their names. So when I asked
students if we could have made an apple pie without America, I took down the
American flag. The students then responded with no because we would have no
 apples. They associated the flag with the ingredient, instead of the spelling of the
countrys name.
10. Was your Teaching Behavior Focus goal met?
Throughout this lesson I wanted my students to have many opportunities to talk
with their peers and respond to questions asked during the lesson. This is why I put
the students in groups of three. The students were able to assist each other
throughout the activity. I provided positive reinforcement during the lessons activity so
that students would not get discouraged. The students eagerly answered questions I
asked during the lesson with a diverse quality of answers. I think that my teaching
behavior focus was met in this lesson.