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OBSERVATION:Ms. Katie Windschitl – Proctor, MN --- Bayview Elementary School – Kndergarten
October 19, 2016 – 9:30 a.m. Observation Observer: Mr. Jerry Maki/C.S.S. Field Placement Supv.
STRENGTHS OF LESSON: (In our Post-Conference, this was shared) – The lesson flowed smoothly, students were actively engaged throughout the lesson
GOALS: To continue finding out what works with my style, teaching the students
Four Essential Questions:
What is it you wanted the students to know?
…..Web Work/ Class Web/ Scaffolding the information….building their knowledge of
How will you know they understood it?
…..through my various formative check-ins throughout the lesson. Finally, with summative sheet
What will you do for those that don’t understand it?
…..Matching up with students who do understand, following up, scaffolding understanding levels
What will you do for those that understand it and finish?
…..I extend challenge through quick question(s), opportunities as I do proximity classroom moves.
Q: “How did this lesson affect you as a teacher?” (I felt a lot more in control of my lesson).
PRE/POST CONFERENCE: CSS Supervisor and Ms. W. went over information attached to Pre/Post – and Ms. Windschitl will follow up with sending J. Maki the rest of her post-conference information.
LESSON PLAN INFORMATION FROM MS. WINDSCHITL:
MN. K12 Standard(s): Concept of print: Author and Illustrator
Learning Objective: My goal for this lesson is for students to be able to draw pictures on the web that go with the story.
Learning Target: (I CAN STATEMENT): “I can fill my web according to the story.”
Vocabulary: Stamina, Web
Syntax: Worksheet, poster papers
Formative: I will walk around during my main part of my lesson to answer and to ask questions of students to make sure they are doing their jobs.
Summative: Follow up worksheet – bubbles to fill in with letter/pictures capturing story
T = Teacher Sit. = Situation S = Student (Time Embedded throughout Lesson)
Sit Teacher at front – Holy Moley – guackamole – hands on top – holy moley/Guackamole
T Ms. Isle brought this in today
T Who knows what it is?
S Teddy Graham
T It’s Teddy Bear, cause of picture
T If I were to show you Captain Crunch, would you know?
T Carson, followm me please…I am going to count to 4…1,2,3,4….
T We are going to do Stamina this morning…cause we won’t have time this afternoon
Sit teacher (Looks at sb) for Stamina…..CT goes to computer to put it up on SB
Sit Students sit quietly, watching to see how it’s set up
T We have to be patient and wait –
T Today, we are going to do it for 5 minutes
T Teacher….(not even 1 minute to set up) – they are reading it aloud….choral reading – stamina…S-T-A-M-I-N-A..
Sit Up on board is stamina…..wit thermometer, and timer on SB – timer set for 5:00
T Raise your hand….re: Frogs today…
T Wyatt…can you show us a Wrong way – not to read a book…..and student goes to side…and gets book box, drops it….and then wanders around – all students watching…as he role models Wrong Way
Sit Teacher says…”Who wants to show the Right Way? Cadence grabs her box with both hands…goes to side….uses both hands……and she sits down…Cadence is smiling from ear to ear.
T Lily pads….Frogs…(2 separate groups to get their book boxes)
Sit Techer is counting 5, 4 …..3…..2 Can we do it? 3 seconds…..Alright I am going to press the timer. She presses the timer at the SB and then goes out with the students….to help them get situated
Sit Some students have a pillow or ? as they are going to the carpet area,
Sit 7 students on floor – rest at seats……
9:41 T Are you reading? Check your voices, check yourself
9:42 Sit All students are seated, or nearly seated/laying down reading --- one boy is making some whining noises, by where the books were picked up. Ms. K is with him, bends over, is reading from his book, he is leaning into Ms. K. – they are looking at the book – he looks off to side, and then at book…she is reading quietly with him….he is now 100% with her…..and listening.
Sit. One adult at the counter – arranging papers. CT with a boy in blue shirt and blue jeans, CT is cutting out items, sitting next to him, re-directing him quietly on the side, at his table area.
Sit 100% of students are at their tables, or on floor reading.
9:45 41 seconds left on the timer it is 100% quiet, except boy that is on side, with Ms. K., who now starts to whine again, but Ms. K is keeping with book – on side working with him.
9:46 Timer goes off –
T Hands on top Hands on knees Holy Moley (Students chorally repeat)
T Put books away Sit on carpet spot
Sit Boy that Ms. K had been working with…pushes his book to the floor – leaves it on the floor – looks over at other kids, and then – he goes to his carpet square….standing – looking at book box area.
Sit – 3 girls bend over and pick up boy in blues book box, and quickly/efficiently put his book box on the side.
Sit 9:48 – All students, except boy in blue are seated – now he has his pillow over by table closest to the door, he is spinning his pillow around – CT goes to redirect him, he is whining – and she is redirecting.
Sit 9:49 Teacher is in chair – 100% of students, minus boy in blue, are sitting and facing Ms. K
Sit Ms K has picture of hands and a target on the SB – and she is sitting on rocking chair facing students, who are on carpet squares.
Sit Teacher has read aloud book, she is showing pages…..and with any comments….teacher effectively and efficiently redirects with a simple one or two sentences, and they listen.
Sit 9:50 Woman who was arranging papers earlier, is with boy in blue – and bent down, talking to him quietly on side, between teacher’s group she’s reading to and the hallway door.
Sit As Ms. K reads, she asks a question/makes a side comment related to the story she is reading about Halloween. As she reads, she uses voice inflection, pauses, shows excitement, reads slowly at highlight areas, and they with louder excitement as she builds up action pieces. She asks: “Who do you think took it?” (Reactions given by students….Farmer Brown runs to the barn – Teacher asks about – candy and who might have taken it. Student says: “The animals must get scared.”
Sit Teacher has all students engrossed in the book.
Book ends….teacher asks for 2 claps for the book….thumbs up for what comes next, for the transition. On the board is “What scares Farmer Brown?
Sit Teacher has the story web up – is using the marker to fill in the web circles….farmer brown in the center….teacher has witches hat, duck, (She is getting input from students)….says: “Ohh..>___ is talking, cause she raised her hand.” (Students immediately quiet down).
Sit Teacher says “What’s 2 more things Farmer Brown wa scared of” We’ll draw C for Creeping
T What’s one more thing?
S (Sit) student says Jack O’ Lantern) – and as she is drawing, she is saying V V Vampire….now D D for date
9:56 She does date up there…has pictures for each circle…..and students give input
T Do you have to draw pictures? (Wraps up with closure) – gest answers
T Hands on knees and Freeze
Sit She has the story board…W, D, P, V, C – 10-19-16 – around the Farmer Brown Center picture
As teacher is having transition to seats…she continues – “Hands on Knees and Freeze” She says: “I’ll wait – Finn…Carson I’m waiting for you…..that’s not being a friend…..
Sit Teacher starts to whisper aloud….I will use my whisper voice…and students (60% respond with a whisper back) – and she says: “Quietly go”
Sit Teacher sings: “Put your name at the top of your paper”
T If you want to be a first grader, Ms. Katie will come around….If you want ot be a first grader
Sit Students 100% are seated…teacher going around – saying aloud: “Are you doing your best?” She goes from table to table….reaffirms what they are doing. Students are visiting with each other…they are focused on their papers….teacher is saying: ‘I like how….” And aloud, for all to hear, makes positive comments to individual students at tables as she goes from table to table.
Lay-out: 4 students at each table. 6 tables…..book boxes under window on side, reading corner next to that, and in the front of the room is where they sit on carpet squares…next to the SB. CT and Ms. K desk is in corner to right of the SB. Next to that, is a working counter. Next to the SB is a flip chart, where it says: “How a pumpkin grows”
10:02 Boy in blue is whining, goes by Ms. K, who is helping students, and she redirects, asking for him to raise hand. CT is also nearby, as is another adult, and boy In blue hops a few times, whines again, and then is seated, in group of 4, nearest the door of hallway. CT is helping get started, is writing on paper with him.
Sit Katie is moving about to the tables,
10:04 Boy in blue is writing at table, he sat for 45 seconds, and is up out of seat again, over by CT, who is near the back of rom and he stands there, i again –
Sit Ms. K is wandering amongst students, making positive comments, asking questions re: the student drawings etc.,
Sit 10:05 Ms. K says aloud: “I like how the blue table is working, they might go up the rainbow…..maybe if all are working we can get warm fuzziest……students stay focused
Sit Boy in blue is being redirected, needs to pick up his paper from the ground, and is given time limits to pick it up – he moves it with his foot, and then, is back at desk again
Sit Katie at SB getting next item put up….flipping through it for an item….to have it ready
T Hands on top….hands on knees…that means freeze (Students follow up….mimmick her….Holy Moley – Gurackamoleee – hands on knees….students say: “That means freeze”
Sit Students push in chairs, and they move up to teacher at carpet squares…teacher is saying: Criss cross apple sauce…and she covers her eyes…students quickly sit, and she takes her hand from covering her eyes, and is looking now….and students are seated.
Sit Teacher asks students to share what they drew…and students share what they drew….
Sit Boy in Blue – on knees…on carpet squares…whining….and then gets up …stands in back, and standing there
Sit Another boy wants to give answer – whines – and teacher says: “I pick if not whining”
Sit students are now doing a movement at the board/carpet square – and teacher is picking up their papers from the desks…….as they do movement
Sit Boy in blue is on side of room with CT and other adult…he is doing a mini anger display…not loud…but….scowling look on his face…
10:10 all but blue at board
High Impact Teaching Practices:
Student Engagement: Ongoing feedback to/from students, questioning techniques, and scaffolding of information as Ms. K. was instructing
Teacher Clarity: Ms. K.’s Learning Target was: “I can fill in my web according to the story.” She focused on this end result throughout the lesson, with an ending summative sheet to gather learned information.
Feedback: Continual feedback to/from students/teacher. Their were ongoing cues and reinforcement to the students, and Ms. K. offered feedback to the learning goal(s).
Behavioral Climate: Group cohesion was continually encouraged through Ms. K’s voice inflection, excitement shown, organization of lesson, time-management throughout the lesson, and enhancing student participation, and with positive peer influences. (NOTE: When the boy in the blue shirt threw his book box down, and then kicked it – instead of running up to the instructor, three girls quickly picked it up, moved it to the shelf, and put it away).
Teacher/Student Relationships: Ms. K. paced her lesson, listening to student response, an following up with student input/questions. Ms. K did many rounds within the classroom, (proximity), and circulated amongst the students.
Components of Professional Practice:
Planning and Preparation – the assessments were designed for ongoing/continual check-up by Ms. K.. They were frequent and meaningful. Ms. K. paused, changed her voice inflection, acknowledged and moved on with the lesson.
Classroom Environment – The expectations for learning and achievement were continually modeled, and follow up occurred throughout the lesson, culminating with the summative sheet.
Instruction: the expectations were laid out right away in the anticipatory set, and all the way through, within the closure of the lesson.
Katie: “Thank you for the opportunity of visiting your classroom. It appears that you and your CT have an excellent relationship between the two of you, along with each of your ways of interacting with the students. I appreciate your enthusiasm, perspective and approach to learning yourself, and of course it extends to what you are doing with the students. “Great Job in this lesson today.”of hallway. CT is helping get started, is writing on paper with him.
Planning and Preparation – the assessments were designed for ongoing/continual check-up by Ms. K.. They were frequent and