EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1
Observation Date: _______3/8/2016__________ Observation Time: _____45 minutes___
Teacher Observed: _____Marisol ORTIZ______ Subject/Grade Level__Spanish / 4th grade_
School Observed: Harmony School Of Exploration

Observer: Medine SOYLEMEZ

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known, for example, TEKS 111.4. Grade 2.b.)
TEKS 114.21 Chapter 114c
C)Knowledge & Skills
1)Communication
c) Present information using familiar words to listeners.
2-How did the teacher begin and end the lesson?
The lesson I observed is a Spanish lesson. Ms. Ortiz greeted the lesson in Spanish and expect
them to greet her in Spanish. She started the lesson with reminding the previously learned
vocabulary. Asking how they are, days of the week, how the weather is, etc. They already
learned about the colors and today the subject is clothes. They sing the song about the colors
which was made up by Ms Ortiz. The song lyrics were already written on the board. They
finished the lesson with the same song and the song they learned during the lesson about the
clothes.
3-What did the teacher use for teaching materials or instructional aids/equipment?
She used the white board to present the new subject, then she cover the board with the projector
screen while they were filling out the worksheets. She used the posters, pictures, writings which
cover all over the walls. She has a big box full with activity equipment, cards, games, presents,
etc. it is all organized and the needed ones prepared before the lesson. She used the computer to
play the songs tunes.
4-Which instructional methods and strategies did the teacher use? ( lecture, inquiry,
discovery learning, discussions, games or simulations, demonstrations, cooperative learning,
integration of technology, socrative questioning, etc)

As it was about the clothes she chose to demonstrate them by showing the clothes on her or on
the students or even on me. She has poster/pictures everywhere in the class she used them also.
After showing the items she asked them what the item is by pointing out. They sang songs and
played games also. While filling out the worksheet for one of them she wanted the students to
solve the puzzle as a group.
5-How did the teacher assess learning? (informal, formal, formative, summative, oral, openended, quiz, feedback etc) See Chapter 8 for more information on assessment methods
After learning the new subject students were asked to fill in the activity sheet first and then they
checked their answers by using a marker placed in the middle of the table by the teacher. The
answers were given by the whole class. Then another worksheet was given. It was a puzzle about
clothes. She asked the students to solve it within group. She wanted the students write their
names on the first paper and the group name on the second one. She collected them from the
students and told them she was going to grade them.
6- What can you say about the teachers philosophy/beliefs and style?
(Traditional/progressive, behaviorist, student-centered vs. teacher centered, authoritative etc)
She was a very active person and did activities that kept the students active during the lesson.
The students really enjoyed her lesson and I did too. The lesson was all around the students
participation and they were all eager to be involved.
7-How does the teacher manage classroom? Can you identify classroom management
techniques used?
The classroom was designed in group sitting. Each group sat on their assigned place, they
already knew. The teacher called the groups with their names when she needs them to listen to
her. She was all walking around the groups during the lesson never sat. She had some signals for
the students to take their attention. When too much noise aroused she said one,two, three eyes
on me! and students replies as one, two eyes on you!, she repeated this till everybody kept
silent. She warned them by asking what volume do they use? They answer by lowering their
volume and said two. While they were leaving the classroom not to disturb the other classes
she asked them to use volume zero. If she was not satisfied with the classroom behavior she
warned them as Ms. Ortiz is not happy with this volume or you don't want to male Ms. Ortiz
feel sad, instead of using 'I' language.
8-Observe in the classroom setting and determine types of behavior students play when offtask. What do they do when they are not paying attention? How does the teacher re-direct
them or get them back on task?
As having a small number of students and as they were sitting in an easy observed way and also
she was well prepared for the lesson she almost had no gap in her teaching. Once when they

were playing I realized one of the groups were off task as one of the students was trying to take
advantage and didn't let the other use the head band or wanted to be the one who direct the game.
So the others didn't pay attention or not volunteered to play with her and doing something else or
nothing. The teacher was busy with the other groups while she realized the problem in that
group. She turned to them and understand who caused the problem. Instead of calling out that
students name she asked if everything was OK in group feather (each group has its own name).
Then finished her work with the group she was standing next to she walked toward the group
with problem and handled it.
9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)
As she was among them all the time they were able to have eye contact. They could realize she is
watching them. She used her body a lot because the lesson was about clothes and she showed her
clothes to teach. She had to walk in class a lot to use the posters, pictures, materials all cover her
classroom's walls. Students were always watching her as she changes the activities a lot and gave
directions occasionally they could understand (mostly from her face) whether she was satisfied
with their attitudes or not. She talked a lot and let the students express themselves freely.
10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)
It was a 4th grade class with 22 students; 10 boys and 12 girls, most of them were AfricanAmerican, a few Asian and 4 Spanish students. It was obvious that they like this lesson because
of the teacher and this fact make them motivated and eager to participate in the lesson. The
lesson includes activities and games that they didn't have time to get bored. Another important
point I observed that she placed one Spanish speaker students in each group to help the group
mates. It was nice to see that they were aware of their duty and didn't take advantage of it.
11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?
The activities and games she prepared for the class was suitable for their ages and interest. She
also played with them. She made up the songs by using the known tune of child songs (twinkle
twinkle little star) to be used and help the students memorize easily the new vocabulary. She
sang first and kept singing with them. Every group had its own name and there was a board on
which all group names were written. For most of the activities they do well (behavioral and
academic) she gave them points. The group(s) who got the highest point will have lunch with the
teacher in her classroom. She does this almost every month to keep students feel that chance.
12-What are the two instructional strategies you observed and would like to apply in your
classroom?

The way she organizes the groups was remarkable; they way they sit (enable good contact
toward both sides, she can walk around), balanced (girl/boy number, one Spanish student in each
group, etc,), can see the walls covered with subject materials easily, she formed the groups at the
beginning of the year so everybody knows their own responsibilities in the group, every group
had its own name and there was a board on which all group names were written. For most of the
activities they do well (behavioral and academic) she rewards them. Groups shares both the
success and the failure which makes it more bearable.
She used songs and games efficiently and effectively in her teaching. Instead of lecturing directly
(the subject was clothes in Spanish) she made up a song using the tunes already known by
students. It makes it easier to keep the new vocabulary in mind. While leaving the classroom I
heard that student kept singing that song. She prepared two games to practice the vocabulary.
One is for the whole class and the other for group. Students had lots of fun while placing the
newly learned knowledge to the permanent memory unconsciously.

13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?
While there is unwanted behavior arise in the class she had her own signals to warn or to take the
attention of the students. For example when too much noise aroused she said one,two, three
eyes on me! and students replies as one, two eyes on you!, she repeated this till everybody
kept silent. She warned them by asking what volume do they use? They answer by lowering their
volume and said two. While they were leaving the classroom not to disturb the other classes
she asked them to use volume zero.
If she was not satisfied with the classroom behavior she warned them as Ms. Ortiz is not happy
with this volume or you don't want Ms. Ortiz feel sad, do you?, instead of using 'I' language. I
think this are the strategies I find easy and effective to use in my own classrooms.