Drop In Visit Teacher: Alli Oeding Date/Time/Class: November 8, 2012, 8:15-9:00, 3-4 literacy Time: Follow up discussion November 8, 2012 Observer: Jim Gilchrist - Principal Goal/Purpose of Instruction: Punctuation lesson and practice
Activity: Sponge activity – activity – Quote Quote on Smart Board – Board – this this created an effective anticipatory set for the lesson Group Instruction Pair share Cooperative groups
Instruction: You were clearly well prepared for this lesson. All materials were read y and easy to access Effective use of technology to support the lesson (S mart board) Nice scaffold of “I do, we do, you do” Effective multisensory activities. Student were able to access the material in multiple ways Organized, purposeful, precise instruction Effective seating and classroom arrangement Effective practice activity Effective closure with “Ticket Out”
Classroom Climate: Respectful throughout Effective “preferential seating” for distractible students 100% STAR learners, watch out for George and being taken off topic by silly comments
Student Engagement: Continue to improve your questioning strategies. Get as man y voices in the room as you can. Check Teach Like a Champion for strategies. High student engagement due to a very effective lesson – lesson – Great Great teaching!
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Targeted Observation: Introducing sentence fluency Teacher: Alli Oeding Date/Time/Class: 1/24/13, 45 minutes 3-4 grades Time: Follow up discussion 1/24/13 Observer: Jim Gilchrist - Principal Goal/Purpose of Instruction: Introduce sentence fluency and six trait fluency rubric
Activity: Teacher led intro Pair share Collect data on sentences Pair share Wrap up
Instruction: Sound instruction throughout the lesson, all studen ts had appropriate materials, could see and hear instruction. Your lesson was well thought out, engaged all students and you certainly hit your learning target. I enjoyed our follow up discussion. You are thinking a lot about what is effective e ffective in your lesson and what can be improved. Think about the formula I do, we do, you do. This allows for an effective learning progression. In the case of this lesson: I do – do – You You read the whole article, box in the first sentence, identify the verbs, etc. We do – do – repeat repeat the process with the whole group, checking frequently for understanding You do – do – they they work in pairs on the rest of the paragraph using this procedure You correctly identified that your students need a bit more time identifying verbs. This is good observational feedback you can use in your next lesson. We talked about the “anticipatory set.” What can you do in the first 5 minutes of class to set the tone? Remember to circle back to this at the end of the lesson.
Classroom Climate: Although you wanted me to look out for management issues, there wasn’t a lot to see! This was a very well managed mana ged class. Respectful climate
Student Engagement: High
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Teacher: Alli O. Date: October 17, 2013 1:00-1:45 Time: Follow up discussion October 17, 2013 Observer: Jim Gilchrist - Principal Goal/Purpose of Instruction: Encourage and practice effective cooperative group behavior
Activity: Discussion Practice taking turns Self evaluation
Classroom Instruction: Class started on time You clearly stated the activities at the start of class Students were intentionally grouped for success Materials were readily available Use of cooperative groups Effective self-evaluation Engaging materials (wordless books) were selected Suggestions: Clearly state what you would like students to know and be able to do at the beginning of class. Then let them know how the activities you intend to use. Let them know they will do a self-evaluation at the end of class to see if the y achieved the goal and to provide you with feedback in order to teach more effectively. Cooperative groups can be very ver y effective. Make sure there is both an individual and group accountability piece for cooperative groups. In this lesson having students work individually first, then bring their ideas to the group, then have the group select the best idea might be one way to achieve this. I am sure you have more and better suggestions. The key ke y is accountability for all.
Management and Learning Environment Effective learning environment No behavior problems
Comments: Comments: Looks like an exciting group of engaged readers. It’s great that you are doing d oing some research into cooperative groups; they are a great learning tool. tool. I’d really like to come in and observe this group one on e or two more times. Please let me know when I can
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Teacher: Alli Oeding Date: 11-13-13 11:15-12:00 3-4 book discussion Time: Follow up discussion – discussion – 11-14? 11-14? Or 15 Observer: Jim Gilchrist - Principal Goal/Purpose of Instruction: Clearly stated at the start of class: How does asking questions make you a better reader? You will learn a new strategy
Activity: Picture book Pair share Individual question writing Written discussion
Classroom Instruction: The objectives were clear and your class was completely focused on the learning targets You effectively used individual, whole group and small groups. The written conversation was an effective strategy that enga ged the student on several levels. Think about your objective when questioning. Do you want hands up? If you want everyone to be paying attention they can keep their hands down and just stay on their toes. It is often helpful to go back to your original goals and learning targets at the end of class. In this case, you might ask what new strategy they learned and how does asking questions make you a better learner.
Management and Learning Environment Great positive energy and excellent student focus Remember to set the standard for behavior and then if a student is not reaching that standard ask them a question, like: What does a successful learner look like in this class? Then when the student demonstrates demon strates the correct response you can say “good thinking” Generally more effective than “sit up” Of up” Of course, you need which behaviors to insist on and which are one you can tolerate.
