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Robin Anderson randerso@lexrich5.org

Fwd: CM: Kaaren Hampton observed Kaaren Hampton Testing Teacher
February 23, 2016 at 9:43 AM
Branham Daniels coachbdaniels@me.com
Kimberly Smoak SMOAKKP@mailbox.sc.edu

Branham,
Keep this for your portfolio :)
Awesome Awesome job !!
---------- Forwarded message ---------From: Kaaren Hampton <khampton@lexrich5.org>
Date: Tue, Feb 23, 2016 at 9:35 AM
Subject: CM: Kaaren Hampton observed Kaaren Hampton Testing Teacher
To: khampton@lexrich5.org, Robin Anderson <Randerso@lexrich5.org>

Please share with Branham Daniels - student teacher

observation
Observation Complete!
Tuesday, February 23 2016, 8:24:12 AM
Observer: Kaaren Hampton
Teacher: Kaaren Hampton Testing Teacher
Template: Revised Lex5 Secondary (Effective 8/19/15)
At A First Glance
Entry Time: Beginning
Learning Target/Essential Question/Focus Question for the Day:: Where are
states distributed? Why are nation states difficult to create? Why do boundaries
cause problems? Why do states cooperated and compete with each other?
Are the learning intentions clear?: Yes
Students on Task: All
Agenda/Notes: Standards- National Geography World in spatial terms Places and
regions Human systems Environment and society Bellwork - posted in Google
Classroom - students are commenting on a comment posted Opening procedures
are clear and students are engaged in preparation to learn for the block This Day in
History - Students will bring in a "this day in history" topic and try to relate it to the
topic being covered in class, if possible.

Instructional Strategies
Activating Prior Knowledge: Yes
Formative Evaluation/Feedback: Yes
Questioning: Yes

Questioning: Yes

Instructional Activities
Students are engaged in...:
-Using Technology
-Discussion
-Listening/Responding
Other Instructional Activity: Students are creating their our "state shape."
The students are configured for learning...:
-Whole Class
-Cooperative Groups
Notes: Whole class discussion but seats are arranged in teams of three or four

Technology Integration/Incorporation
Technology used..: Yes
The teacher is...:
-Conducting 1:1 classroom lessons
-Leading students in brainstorming and sharing ideas
-Facilitating group discussions and lessons thru devices
The students are...:
-Posting and responding to online academic discussions

Rigor/Relevance
The questions asked or student activities are at the following level(s)...:
-DOK Level 1: Recall and Reproduce
-DOK Level 2: Skills and Concepts
-DOK Level 3: Strategic Thinking
-DOK Level 4: Extended Thinking
The lesson content is presented with...:
-Knowledge in subject area
-Real world applications
Notes: Having the students research and then provide evidence for criteria for
state shapes took the activity from DOK 2 to DOK 3 quickly. Students were
stretched while their thinking became strategic and purposeful.

Learning Conditions
Environment Promotes Learning: Evident
Student/Teacher Interaction: Evident
Transitions/Routines/Procedures: Evident
Classroom Management: Evident
Appropriate Student Work Posted: Yes

Appropriate Student Work Posted: Yes

Instructional Feedback
Is feedback given?: Yes
The feedback given is...:
-General
-Corrective
-Reinforcing
Notes: Your focus on providing specific feedback, when students were researching
the criteria, was done very well. Well because you circulated the room, spoke to
each group with intent to support their learning, and a willingness to clarify their
questions.

Assessment
The assessment strategies being used by the teacher is/are...:
-Formative
-Student Projects
Notes: Allowing each group's "tour guide" to explain their findings served as an
awesome way to formatively assess their learning. Is there a small group rubric that
use to assess their participation?

Lesson Closure (Debrief)

Lesson Closure: Not Applicable
Observation Notes: Want to talk about an interactive class ? Let's because you
were teaching it today ! It is an easy default to stand deliver the lesson via direct
instruction but you chose to go in the opposite direction which allowed for students
to talk, present, and think their way through the states lesson. The classroom was
managed well because students were engaged in the lesson and thinking beyond
the textbook. The seating arrangement allowed for students to have a chance to
discuss with each other and then ask questions as they saw fit. The option to move
around their "team table" makes for a comfortable environment. Allowing the
students to be creative with their maps falls right in line with our discussions about
creativity and arts integration ! Student autonomy is important and you saw to it to
honor that in today's lesson. Your lesson was well thought out, planned, prepared
for, and executed. The use of technology with the Google classroom is AMAZING !
Your rapport with the class, which is clear you have cultivated, works-- it just works.
There is no specific or educational way to explain it and what is exciting is the
relationships you are developing with students will work for our most skill deficient
student to the most academically advanced. A few things to think about: - be sure to
review what the learning expectations are for the day - immediately after the bell
work discussion - be explicit about it - I did not see the lesson closure but be sure to
review the learning expectations and "plan" for the next class. It pauses the learning
and then prepares for next class. - tasks for student to do when they are complete
with their assignment or current task ? - extensions in the learning - what else can
you add to the discussion that will take it to the next level - a process for student

you add to the discussion that will take it to the next level - a process for student
help - how can they get your attention without yelling across the room. It's not a
huge distraction but just in case.

Sent from my iPad

-Mrs. Robin Henning

Social Studies Department

Irmo High School

International School for the Arts
We Build Bright Futures
randerso@lexrich5.org
(803) 476-3139