observation urgent needed

Phase I Observation Report - Suggested Guidelines

During observation in the classroom, be aware of learning theories, developmental processes

(including social, language, and cognitive development), classroom management routines, learner

and cultural differences, pedagogical strategies, learning preferences, technology enhanced

instruction, lesson plan development, utilization of Bloom’s Taxonomy in questioning techniques,

and any other pedagogical strategies that may apply to the specific course requirements. In addition

to specific course requirements, a field experiences report should address the following specific

points:

1. Context of Learning Environment

a. Understanding the school and classroom profiles

b. The physical organization of the classroom (create a floor plan to depict)

c. Monitoring of students

d. Routines and procedures

e. Classroom resources

2. Planning and Delivering Instruction

a. Standards alignment

b. Lesson plan format and learning objectives

c. Beginning and ending of lessons

d. The pacing of lessons

e. Lesson modifications

f. Pedagogical styles

g. Teaching materials and use of technology

3. Diversity and Meeting Learner Needs

a. Strategies to meet Learner Differences (special needs, English Language Learners,

Gifted and Talented learners)

b. Interaction with children

4. Assessment of Learning Outcomes

a. Formal and Informal assessment

b. Formative and Summative assessments

(Adapted from: Pelletier, C. M. (2013). Strategies for successful student teaching: A guide to student teaching, job

search, and your first classroom. (3rd Ed.). Boston, MA: Allyn & Bacon.)

The pre-candidate must be actively involved in observation in the classroom and must not be

preoccupied with any non-academic activities. The field experiences pre-candidate is encouraged to

take notes that will guide the writing of the observation report. As the pre-candidate develops the

field experiences report, s/he must make connections between observations, theories, and strategies

studied (e.g. Piaget’s theory of cognitive and language development, Vygotsky’s Interactionist

Theory, Erikson’s psychosocial development, Gardener’s theory of Multiple Intelligences, and

classroom management routines, etc.). Appropriate professional language must be used to explain,

describe, and assess observational experience. The pre-candidate must align the experiences and

activities with InTASC standards.