Appendix D

Towson University

Classroom Observation

Intern: Sam Fladd Date: February 13th, 2017

Time: 9:30 -10:00
School: Linwood Center Class
Grade: 8-10 Size: 4 students 4
adults one teacher.
Mentor: Genese Neal Subject:ReadingKindnessweek

Not
Observed Observed N
In
Planning 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:
The objective was appropriate for all content standards, indicators and InTASC principles.
There were 4 students and 4 adults plus the teacher.
All student materials were modeled on the board.
ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. One to one AAAs X
Comments:
The objective: Students will identify vocabulary words in the text by completing a vocabulary match worksheet.
MotivationforLearning
Connections are made between students experiences and the new learningmeals on wheels X
Strategies are used to promote excitement and stimulate thinking. X
Positive reinforcement is used when appropriate. X
Comments:
The theme of the week was kindness. The students referred back to meals on wheels that they distributed last week. (prior knowledge)
A video was shown that related to kindness week. Good deeds by the Patriots. The students were asked questions about the video

ImplementingtheLesson
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 experiences. X
Students are actively engaged during instruction. X

1
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:
The students completed vocabulary cards by cutting and pasting the word on one side and the definition on the other side of their card.
The students were shown samples / models of how to do this.
Some/Most of the students received help from their one to one to complete the cutting and pasting.
The students reviewed the vocabulary words as a group.
The students reviewed the kindness week story on the board that included text and symbols.
As the student read from the board, they circle their vocabulary words on the their sheet.
Each student read independently from their individual sheet that modeled what was on the board.
Excellent balance between teacher directed and student centered work. The majority of the time consisted of the students individually working
on their own.

Not
Observed In Progress Observed NA

Assessing Student Learning/Differentiation

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 needs of X
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 discussion). X
Comments:
All the students received a modified text, manipulatives were used to focus attention, pictures for word text were used and the projector was
enlarged for more focus. A worksheet that modeled what was on the board was given to each of the students.
SummarizingtheLesson
Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:
The students completed individual assessments that were handed in.
As a summary and assessment, the students were to match the visual picture to the definition (card) on the board. Individual students came up to
the board to show mastery.

ClassroomManagement
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:
Positive reinforcement was used constantly throughout the lesson.

2
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 inflection. X
The intern uses non-verbal communication effectively. X
Comments:
Sam you have established a very positive relationship with your students. They are respectful and attentive and as a result are available for
learning and instruction.