Class observation 2

PRINT THIS FORM to use for both your classroom observation and analysis. Observation: Videotaped Classroom 1. Write your classroom observation notes on this form. 2. Once the observation is completed, type the information you recorded into the form. Analysis Follow the instructions below for analysis of your classroom observation. Due in Unit 4: The completed, typed form must contain both the observation and analysis.

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VIDEOTAPE

Observer’s Name: _Jodi Starr Videotape Title: “Literacy Lesson First Grade Students”

Date(s) of Observation: 7/13/18 Time(s): Start: _3:35 End: _3:45

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply): X public _private _non-profit _faith-based _corporate _other

Teaching Staff Total Observed: __1 Teachers 1_ Assistant Teachers __1 Other: observing administrator

Children Total Observed: Infants Toddlers Preschoolers Kindergartners 8 Primary (1-3)

EDUCATIONAL APPROACH You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices.

Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum? What is their approach to family engagement?)

Mission and Vision: to teach a reading/literacy lesson to school aged children

Educational Philosophy: seemed close to Reggio Emilia’s 100 Languages of Children

Curriculum Approach: Literacy-based, focusing on a broader concept presented in a grade level story

Family Engagement: Family engagement was not present in this video

CHS111: Foundations of Early Childhood Education

Student Example: Videotaped Class Observation & Analysis

POSTED CLASSROOM INFORMATION Do you see signs of the following in the videotape?

(Put “X” for all that are observed): Daily Schedule _X__ Lesson Plan Parent/Family Bulletin Board Children’s Creations: (e.g., art, writing, dictated stories) Other _

Lesson Plan: Describe evidence of developmental domains and/or early learning and development standards. (Hint: You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board.)

OBSERVED EXPERIENCES Write only what you see and what you hear! Only the facts! No opinions!

Location (Check all that apply): X Classroom Outdoors (e.g., playground) Indoor Gymnasium Other:

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, …)

Literacy lesson—focusing on the concept of past and present, included vocabulary lesson, a story to read, books to explore, and a graphic organizer to record predictions and illustrate the story.

Materials being used: Vocabulary picture cards, graphic organizer, books, large paper to write out

sentences and concepts for all students to see,

Signs of Children’s Interest and Engagement in the activities: The teacher breaks up the lesson into several different parts to keep the children engaged: a vocabulary card component, the “syllable walk”, small group conversations, and larger group teach and repeat portions. The students actively waved their hands when asked a question. The teacher employs a point system for good behavior and appropriate responses to questions.

Teacher-Child Interactions (including words spoken, gestures, actions, etc.): The teacher used a gesture called “release the answer”, where the child whispers the answer into his or her hand first and on cue releases the answer to the class. The teacher crouches down to the students’ levels, prompts the students, asks direct questions and for repetition of words and statements he’s already made.

Child-Child Interactions (including words spoken, gestures, actions, etc.): The children break off into pairs and discuss the concepts and explore different books together. They walk around together during the syllable walk.

Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions) None are observed.

The lesson plan was a literacy lesson based on the question “Is our world the same as it was?” The lesson started with background knowledge using vocabulary words, and moved through predictions about story, reading the story, small group discussions and larger class discussion about the topic. Students used graphic organizers for their predictions.

Other (add any relevant additional information that you gathered below) – not required.

Analysis

Complete all four questions.

For each question, provide a substantive response of at least 3 to 4 sentences.

Note: Multiple examples are provided in each section as a guide to support your critical analysis and help you identify your own responses.

1. Is “Mr. A” an intentional teacher? Explain Response Example Options:

 This video showed a literacy lesson in a first grade class based on the story “Long Ago and Far Away”. Mr. A started off with guiding questions: “Is our world the same as it was?” He continued with background knowledge words and went through predictions about the story using a graphic organizer. He followed up the story with small group discussion about the story as well as offered other examples of new old, like a book about new and old cars that the children could explore in small groups. The lesson focused on repetition about the concepts of past and present.

 The teacher started” The Long Ago and Far Away Lesson” with a thematic question: “Is our world the

same as it was?” This helped to focus the children’s thinking on the differences between past and

present that the story was based on.

 He then moved through a vocabulary lesson, had children make predictions about their story, using a

graphic organizer which also had space for them to do their own illustrations of the story.

 He implemented small group discussions and engaged himself with the small groups to talk about the

story and the predictions.

 He followed up the lesson with a different contrast of past and present, providing the students with

different books depicting things such as old and new cars.

 There was an assistant teacher available to help kids that seemed to need a little extra assistance.

 This lesson focused on literacy. Not just reading to read, but reading and vocabulary to understand larger concepts.

 It established a foundation for critical thinking and a sense of curiosity by presenting not just curriculum materials but also outside materials that showed the same concept in different forms.

2. What are two signs of developmentally appropriate practice (DAP)? Response Example Options:

Curriculum:

 I think the teacher employs portions of several different approaches. The first one is Reggio Emilia’s “100 Different Languages” approach. The teacher presented several different activities and methods for the children to absorb the information, and even incorporated physical activity such as the “syllable walk” to reach every child.

 I also observed some of the High Scope “learn-do-review-approach” in that the teacher provided the basic knowledge of the lessons, gave several activities such as small group discussions and the graphic organizer, and then came back to the larger group.

The teacher seems to be undergoing an observation by a school administrator and brings that administrator into the lesson. The teacher asks the students to respond to him directly.

Children’s Engagement in Different Learning Experiences:

 Mr. “A” began the lesson with a challenging question: “Is our world the same as it was?” He went on to provide the children with the knowledge and confidence to formulate their answers.

 Keeping the kids moving from one activity to the next including getting up several times and walking

around. This really helped the kids to stay engaged and focused.

 He took the time to really focus on each kid’s answer and meeting the small groups on their physical

level.

Observed Teaching Practices:

 The teacher implemented a lot of repetition and physical gestures to keep not only keep the classroom

calm but to help children absorb and remember the vocabulary words he was teaching.

 He used small groups and a lot of questions to engage his students and was often seen crouching

down to the student’s level to ask a specific question or assess if the child was picking up the concept.

 He created a strong theme for the lesson with a variety of activities beyond just reading the story to

really show the kids the difference between past and present.

The lesson involved verbal, written, artistic, physical and social aspects of learning.

3. While there are no family-teacher interactions, write one way the teacher could support families to engage children in similar learning experiences in their homes. Response Example Options:

 I believe Mr. A could create a friendly newsletter or use a messaging app to inform parents and

 families what their children are learning in the classroom.

 He could encourage home engagement by using a similar template with written or typed, friendly

 instructions for ways they can support their children’s continued and creative learning experiences using materials in their homes.

 In the example of the lesson he was using in the video, he could encourage parents to read a story

 with the child at home and ask similar questions that provoke critical thinking and conversation about differences and similarities.

4. What is one characteristic of this teacher that you would try to emulate as a teacher? Explain why.

Response Example Options:

Overall

 It was clear that this teacher understood his students’ learning levels and how to reach them and presented the information in a variety of forms to meet those needs.

 He taught to the whole child by bringing in non-curriculum materials that explored the subject at hand but might appeal to the kids in a different, more personal way than the assigned story.

 He created a lesson that would influence all types of learners in a warm and pleasant atmosphere.

 The teacher demonstrated ethical responsibilities to the whole class and individual children.

Teacher-Child Interactions:

 The teacher appeared very respectful of the children, their responses and their needs throughout the

lesson.

 Often, we don’t picture teachers of young children as large, muscled, young men, but this teacher was

extremely warm, spirited and positive, and connected very well with his students.

 He seemed aware of his stature and repeatedly crouched down to be at eye level with the children as

they sat at their desks.

Child-Child Interactions:

 The children were continuously stimulated by both physical and educational activities.

 While the children were taught as a large group at their desks on sitting together on a carpet, they were

also broken down into small groups to discuss the story, their predictions and the secondary materials

presented at the end of the lesson.

 Even during the syllable walk, which might be a time for children to get rowdy, they moved respectfully

through the classroom and amongst one another.