Classroom Observation - Avila

1/25/2017 PlayPosit

Name: Date:

Nancy Avila

High School English - Literary Analysis

1. Notice the cross-curricular connection Ms. Avila makes between art from 1912 and Odysseus. She then guides students through analysis of the art and makes parallels to the novel.

2. Did you notice how Ms. Avila circulates around the room monitoring student engagement? While she does this, she can also gauge if students need more time to complete the task or not.

3. The questioning strategies Ms. Avila is using during this portion of her lesson require students to work at what level of cognitive thought?

4. Notice how Ms. Avila uses probing questions to guide students to make connections between the version of the Penelope depictions and the time period in which it was completed. In some instances, she must provide more guidance than in others, such as using sentence stems to provide context for the students their responses around.

5. Discuss how Ms. Avila maximizes her instructional time when students are working independently.

6. Throughout the lesson, how has Ms. Avila ensured peer collaboration? Cite at least 2 examples you have observed so far. What benefit does this provide to student learning?

7. Consider Ms. Avila's motives for assigning students different assignments. Why do you think she does this?

8. Now we have seen the reason Ms. Avila divided students into different groups. What has Ms. Avila effectively done in her classroom by doing this?

9. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

10. To what does Ms. Avila attribute how smoothly her classroom runs? How could you apply in your own classroom?