EDUC 460 SCHOOLOFEDUCATION CLAFLIN UNIVERSITY OBSERVATION FIELD NOTES FORM - DAY ONE + lo candidate: Chaves Mav Cooperating Teacher: Mrs, L. Mtn y Date:_2/3)/J5°_ Content Area:_/y Lesson Topic: Addit 3, 3 Sdibvacld : DOMAIN 2: INSTRUCTION ‘APS dz ESTABLISHING AND MAINTAIN establishes, clearly communicates and manta § ‘and responsivity s "A. What did the teacher expect the students to learn from the lesson? How did the teacher convey the purpose and relevance of the lesson to the students? In what ways did the students demonstrate that they Understood what the See Me each somreded Ne takals te leary how se fae Svohact Whole numbers Up te teetye he teadler | ie We Pp dal selec of the lesson to te shededes PY Pelabiny addition amd subtvadtlon Jo re Shoes the stubeds hos they um add al Ti etperience 54 Mrs, Mong) and Subs Avactiny on a daily lag One. efenapl the shued them was thie dhe alded wal? Hea Cy . ‘ subtracted span oF sugar fiom a Conkalrers Seileals demonstrated Hal Mey unease hak tre leather expected Wr Hem to Jeary uns Pal Hey ceerled Mes. Murea/s espe ations lps do B._ What did the teacher expect the students todo during and after the lesson? How dd he teacher convey expectations | crs for student participation and for accomplishing related assignments and tasks? In what ways did the students. demonstrate that they understood what the teacher expected them to do? he derby ctpeeted students Yo Woben caretally and as questiias vier Moy Alf thy didnt ordesiand a rh 0 Ue lesion baorkiny out pol also encowaged Stodewts lo Partreiyanle: eee brs dering Mer guided and indyvdert Prcrlees Te Teacher covey eee foe Stedet porllelpion ant fbr sctomplishley related aisignnens aud tests by 9) CHfechations on He board, reallly expechtions wbally repealally, and reevinle Avbeds Hroghont He Levin, Shdlevhs, Lencnoenled Aba tee tae tee ae Aeoce- exerted Hen do do honking out each Problems cored ly and ister to dhe deader’s dination during Ue etlire lessorye 7 ta, ‘C_How did the teacher help the students take ownership of the learning (e.g., by making the learning relevant to the students, using scaffolding, providing opportunities for students to engage in self-assessment and reflection, teaching compensatory strategies when necessary? “Tf - Joad § the Stulerts dave, Oureship OF Min legening by letting Hom aise aninyst cach oer alaut SoM, OF te deen Shalala they Veto Ol and sbhmct, He Cvey let then disor Some of He chile 25 Mey Mm lab Whey tryin to add and Subacts Avie nay Mes. Murray gor’ eludert> +9 tobe oven’ OF Weir leaning yas the Se got tderls fp as: Cnc eller Prctice bork +0 See Wavk Hey were dolay Pah and wong » |EDUC 450 SCHOOL OF EDUCATION CLAFLIN UNIVERSITY OBSERVATION FIELD NOTES FORM - DAY TWO candidate: Chars Lh v4 Cooperating Teacher: Mls, Ly Muay Date: V/tfic” Content Area: bday Rea Lesson Topic: _Faiea dhs, ("APS S: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING ‘Aneffective teacher promotes student learning through the effective use of appropriate instructional stateates, ‘A. What was the content of the lesson? | losing as about wa uy Keepiny ied ore. 0 e Conlon} of ew Ficeres, tans ship, and "9 bli and port of % B. What instructional strategies did the teacher use during the lesson? “he Yeader wed mars isivectenad toys ssa, a hr ‘gf rs. Prvrvay red WA Me lean tons 4 Moth out” sHealeyy, me Moiegy Mal gle Used bers the “LW. L' Method sand Sle alto used He Paiy Re ' ‘©. Inwhat ways did the teacher vary the instructional strategies during the lesson, and why? “a 1 : cher Wied netwoltang) Stalegtes cc 5 Vals So leamnes, allminy ah Ne feosen by Powidhny Je. HHuderds do Helen do of lala sey on Own, ana te gave Hera dle Chine to Wile ou; anoller how they think rary Yee Shay poled have enced, Mer Pucray even Allowed He Shelly who wanted te read on Hele otv a Chance fo de fo, ond Hhose Hho Hank to read as a seep ia She de) eae and es belle a Yhis because vob all shdents hme He Sarve earring stile Elie ce D._ What evidence soggests atthe instructional svaveilee were ~or ware hol eiTeave infers of promoting student learningandsuccess? “L. Yhink the lashveltonal Strategies Were e¥Relive 1a Verms OF promoting Student leaning and oucces brave TE oad Bee eat Ai Was prabeiprtiy ia” the Lessna and Was salerested, “We oWvdvts were abk to atchly repod te He teader bith de Gorreck avenien and go into detail as to Why that qnowe- tas Crrety ST cold cho ell the atmbeyick Were Alle Deater Stedends bya bo rhe What Ney woe leaving to real lie OiprieneEDUC 450 SCHOOLOFEDUCATION CLAFLIN UNIVERSITY OBSERVATION FIELD NOTES FORM — DAY THREE Chater Mast Cooperating Teach Ig Content Area: eiqi choo Lesson Topic: [es Tp APS Gr PROVIDING CONTENT FOR LEARNERS cacher possesses a thorough knowledge and understanding of the discipline so that he of , ‘appropriate content forthe learner, ‘A. What evidence suggests that the teacher did-or did not- have a thorough knowledge and understanding of the content? If content errors were made, did the teacher recognize and correct them? Some evidece that suyyerts the fade dil hme a horagls I ond valystandivy CF Ye Content toad Shah he as able to give sheleny Uitrerk eames of pheeo Uy ae considered Cibies, States, Guabieo, and Continents, Ananrthe- erarde thet proves She Les hrwedeable of the Conor toto Aha the wwe abe to show shuerts the exact Ci Country Shale An Catinert. they are on, hee nee vu anf Cone errors pre. dey The lerrony What was the content ofthe lesson, and how Gd the content Flat to he Tears and Wei earning? Hie Carbente if the lessinn tas abot Showiry Shudents and teaching oe Me ee ce Cities, Shes, Cundvies, and Corkins, Te my AHO Tavoys ty Pry do ree, 1 shes z ph nize “Wese Paces On @ Mo, The Contents rehted So the evnery oe P Wher cid stake, Canby, and canlicgs ra Tia thos be Holany ire, ey ay ave visited betive in Une Bast, 177 * er Wat How did the teacher organize and present the content in order fo make it clear and meaningful to the students and to promote higher levels of knowledge, skills and/or cognitive processing? 7 je eather orgrizes anh fresented the Goaleck af In ore lo male \ a anh weaning ¥\ to Students by First Gving Shodeds tHe dean, OF Cleo, Shales, Combes, orth Continents, Shae Presented thls intocouisy, ty the Srmhs Boards She ther moved 0 ty Shan shderts wouls of tins wees Ipoked On a wrap, AFter she thred stalerts Vourls, she gave Shideds the. opporunity +0 maids tel. home of ' bei Fore Chhy, Sole, Coury gal Contre st bultls thes. Corea Vane,EDUC 450 SCHOOL OFEDUCATION CLAFLIN UNIVERSITY OBSERVATION FIELD NOTES FORM — DAY FOUR Candidate: les Cooperating Teacher: Mrs, payee a Date:_/3/is Content Area:_ELA/k. chin Lesson Topic: “How ia 1 ee et EARS 22 MONITORING, ASSESSING AND ENHANCING LEARNING = ‘An effective teacher maintains a constarit awareness of student performance throughout the lesson In order t ‘ ‘and provide appropriate feedback ‘A Whatwos the content othe lesson? ember of taday’s lessan wus olowt rainy Peet Alends and read OW to Mes So by) new rehWenshion yuith others, MPlem the lessor Dhudeols wee abk to Stet Congaition and latemct with odbvs, 8. How did the teacher monitor student engagement, understanding and performance during the lesson? ; ae Head morored stulak engagement, Urdestand tng, and as i: formative assemerk eabainues Ving Qeelton'ny and wake Fair = Share technique, With dese tno Strategies She was to see. 1 Studerks were Paylry ablertion and 1 they were, Comprelvendray 4 ioe aentio What adjustments, if any, did the teacher make during the lesson, and why? om tdjertrende Mes. Mueray rade, dueling We essen was thade hrsleaa OF ak Say He Gnleat vecbally , she wea wale. Ye Canlest on the beards 1 think She lid Shs bocruse Some staderls Beem lite they Weren't wbestand Ing what dhe wns Siyhy So She deaded to male Hy \nlermation visul 89 bey Call grasp ie ballecs 1D. What types of instructional feedback did the teacher provide to the students, and how effective was the feedback in terms of enhancing student learning? One Ape, oF Redluce The bade frovided to We slodeds uns hak che gar. lomeMate repre fo the studerty” Loo) MY OARS buy eARive Because vk alloved BrvntyS ond hea what exactly Vey hy miscocephiars, L Hhedents fo Correete Yel. WrongsEDUC 450 SCHOOL OFEDUCATION CLAFLIN UNIVERSITY OBSERVATION FIELD NOTES FORM - DAY FIVE Candidate: Chodes Phy Cooperating Teacher: M, Date: Ay fps Content Area: Masta Lesson Topic: DOMAIN 3: ENVIRONMENT. "APS: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING creates and maintains a classroom environment that encourages and supports Anelfective teacher student learning "A. _What was the content ofthe lesson? ; Camtert oF Aad lesan nay HH cute gelling studeate bo ral Suge Sl} Prem and ring thot word Problem tb walle ab Ve Cayce add,/acb, Sodowe do 1, Describe the physical environment ofthe classroom. Mrs, Merray, Cheam is Glled with colors anh Leber Rhe5 on exh wall, Ver are cannes Of Shides’ mort all aver We Pome, Shleats are pled in soup oF Spank Shee are bowrds tak dow oLlerte -bale ditRcak. Voto bey Used | 2 ‘© What type of affective climate did the teacher create for the students? Mrs, Hooray Ceeadel a Very Combrrdalle leans Cvivonmer Ryn Hkate The Mroomens 948 ahuberts excite to learn iad eles engage fem WW Airman Pavdic vatlons. ©. _Inwhat ways ci the teacher establish catureof learning In he dassroom (ee by facial nguiveneny mopaing clean, cooperation teamwork? “oes teaden esbblshed q Culture of learn’ ta Me Cleseoom by tiny eotbvsinana Gm te scblest Bnd givicg on gy : ; vd eats Pea Vite eiperierees Hhee Shey will Iave fe Use Re Content bet ag Maughs, Tae Toes TOAPS 9: MANAGING THE CLASSROOM. Te rae ‘an ellectve teacher maximizes instruetionel sine by effcienty manoging student behavior, instructional routines on a a and essential non-instructional tasks. yes a ‘A What were the teacher’ expectations fr student behavior? In what ways di he students demonstrate that they understood the ways in which they were expected to behave? How did the teacher address inappropriate student RN yEeay surnames Te Kealerg eagedhtian Lie Shdant. bebuulgn Mere to It ak Blows CireMoas, Wise hard do spa, Keeg hands aud negli. cor Nariel hace all super and bean deme “ont carne, “ait aegiive & Vadestoad by Oly Sylay, Reathive cdc fas it et eBags SGT eel Cereb lg 'B__ in what ways did the teacher maximi 5 UE [Rader matinized Lastettiog| Hee by Sntibly Keeping Shulets egy Fe CR Seetlg Bewetly te clea fo Uabetlarlsiy gS alos nseeek toe by divirg @ Dork quia ak de end be ty, Von thet Cavied Sdents to Pemem oe What ey kacned, Tow dd the teacher manage nav nstrctonl routes avd WanalTons between a \ eider munaed Mon-instvutllorg| Pulls ad tmasition behecen adits bY geting Stibeds to follow jee iy frredvee nich has dake oot 4 than Sead OF pater Poreily anh a bol 40 mad nti) de lesson Slerds, and/or classes?