Scribd
Upload
53 views4 pages

Asmid Observation

Amanda Smis was observed teaching a 6th, 7th, and 8th grade language arts class on reading comprehension. The lesson was well planned and aligned with standards. Students were actively engaged during instruction and the teacher used a variety of instructional strategies. Formative assessment was used throughout the lesson to check understanding and adjust instruction. The classroom was well managed and the teacher demonstrated strong professional skills.

Uploaded by

api-353922451
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
53 views4 pages

Asmid Observation

Amanda Smis was observed teaching a 6th, 7th, and 8th grade language arts class on reading comprehension. The lesson was well planned and aligned with standards. Students were actively engaged during instruction and the teacher used a variety of instructional strategies. Formative assessment was used throughout the lesson to check understanding and adjust instruction. The classroom was well managed and the teacher demonstrated strong professional skills.

Uploaded by

api-353922451
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Appendix D

Towson University
Classroom Observation

Intern: Amanda Smis Date: 3/30/17


Time: 11:30-12:20
School: Class
Patterson Mill Middle School Grade: 6,7,8 Size: 4
Mentor: Subject:
Megan Avampato Language Arts- Reading Grow Vegetables, Grow

Not
Planning Observed Observe N
In d
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:

Amanda worked and adapted to the various levels of reluctant. She provided modeling, and gradually released students to be
successful.

Context for Learning


Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments:
She built in practice time for the students and utilized the adult assistance effectively.

Motivation for Learning


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:
Amanda is

Implementing the Lesson


An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as needed. X
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 X
experiences.
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:
Amanda continues to work on the timing and pace of the classroom activities.

Not
Observed In Observed N
Assessing Student Learning/Differentiation Progress A
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 X
needs of 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 X
discussion).
Comments:
Amanda built in time to evaluate each student to see how they improved with reading fluently.

Summarizing the Lesson


Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:

Classroom Management
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:
Amanda is consistently positive with the students. w

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 X
inflection.
The intern uses non-verbal communication effectively. X
Comments:

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy