Observation Checklist

2/25/2013 Strict Observation Regular education teacher was instructing a science lesson on solids, liquids, and gases. The special education teacher was assisting the others while the regular education teacher instructed the lesson. The special education teacher was making modifications to the lesson for individual students. One teach one assist Reflection These approached seemed to work for this particular lesson. I asked at the end of the lesson if this is how all lessons are taught and they informed me that it depends upon the lesson. There is not one specific coteaching model that is used all the time. I am interested to see how a different model is used. This model was beneficial for the students.

2/28/2013 This was a guided reading lesson. Each teacher took a group to work with and halfway through they swapped. Each teacher was teaching a different skill on the same topic. After the lesson was over the regular education teacher brought the whole class together to discuss. Parallel teaching Today I observed during guided reading. The students were broken up into two groups. This seemed to work well with reading strategies and discussion. The lesson was executed well and the teachers were well prepared for Reading.

3/6/2013 Class was broken into two Parallel teaching groups. Students were instructed to use thesaurus to look up words that could make their story stronger. Some students asked classmates on help to figure out correct spelling or sounded the words out themselves. This was a writers workshop lesson. Teachers taught them same skills but in groups. Small groups allowed them to give more attention to fewer students. The teachers were used as resources and helped the students come up with stronger word choices for their stories.

3/8/2013 Class was broken down into two groups. The teachers were teaching about types of questions, yes or no and open ended questions. Both teachers were playing a game with the students. If the students asked open ended questions they would get a point. If the teacher got them to ask yes or no questions she got a point. The object was for the students to ask higher order thinking questions. Parallel teaching This was a great way to motivate the students in the class. The students enjoyed playing the interview game and being able to generate thinking questions. This approach worked well in small groups. The students were excited and eager to come up with unique and interesting ideas. It allowed for creativity and everyone wanted to be involved.

3/11/2013 This was a whole class lesson. The regular education teacher had the primary role of the classroom. The special education teacher sat to the side and watched the lesson about space. One teach one observe This was a hard lesson for me to watch. I didnt understand why the special education teacher was just sitting there. If she didnt know the content she could have assisted the students in other ways. I do not think this model was beneficial because it was not executed they way it should have been.

3/14/2013 This is a math lesson about ordering numbers from least to greatest. Students are in two groups. They all have white dry erase boards with markers. The teacher gives them a set of numbers on an overhead and the students have to show what they wrote on the boards. Parallel teaching I liked how this lesson was set up. It was a good way for the students to ask questions and help other students out. The students liked writing the answers on the white boards and seemed to keep them engaged. The teachers informed me that they dont usually get to use white boards so this was a good

motivator for the students.

3/18/2013 The students in Reading discussing beginning, middle, and end. One teacher took the lead role while the other teacher walked around the class aiding students where she could. One teach one assist I think this would have been better taught in small groups. Some of the students had a hard time pulling out the important information. Most students could tell you the beginning and end but had difficulty with the middle.

3/20/2013 Students are playing a review game with their spelling words. The game is called sparkle. The teacher pronounces the word. The first student in line says the first letter of the word, the second student gives the second letter of the word, etc., until the word is complete. After the last letter of the spelling word is given, the next student in line says "Sparkle" and the next student in line has to sit down. Play continues until only one student is standing. One teach one observe This probably wasnt the best lesson to observe. I wanted to observe a spelling lesson but it happened to be a review before a test to be given. There wasnt much for the special education teacher to do. She didnt share with the regular education teacher what she observed. I feel that the only way this model works is if reflecting and sharing occur with both teachers.

3/26/2013 Regular education teacher was instructing on the value of coins. Students were counting, comparing and make change One teach, one assist This was a fun lesson to watch. I think it was a good idea to have the students work with coins hands on. Some of the students

using a collection of coins and one-dollar bills. Special education teacher circulated the rooming helping individuals as needed. The regular education teacher handed out coins to each pair of students. Together the class went over the values of coins that each student had at their desk. The teacher asked students what they know about the names and values of the various coins. She then instructed them to see how many ways the students could make 88 cents. She continued this with a couple more amounts. Students used coins and a hundreds chart to help them.

struggled with making the exact amount. The special education teacher did a good job of checking in to make sure students were up to speed and not feeling lost in the lesson. The regular education teacher did a good job in modeling what she wanted the students to do. Both teachers were scaffolding the students and making them think for themselves. It was a good lesson that demonstrated teamwork. This lesson was definitely beneficial!

3/29/2013 Students were learning about the water cycle. The students were doing a hands on water cycle experiment. Each student placed a small container in the middle of the large, clear bowl. They filled the bowl with a little water, being careful not to fill the small container inside. Next, covered the bowl with plastic wrap, and fastened the plastic wrap around the rim of the bowl with your rubber band or string. Put a weight on top of the plastic wrap in the center. Lastly, they put their experiments on a One teach one assist The water cycle is a hard lesson for kids to understand, especially each individual stage. I feel like the hands on experiment helped the students understand the concept better. The regular ed teacher did a good job of circulating the room while the special education teacher led the experiment. This was the first time I observed the special education teacher taking the lead.

windowsill to get sunlight.

4/2/2013 Today I was observing a Math lesson. Students were learning about number sentences. The class was split up into two groups. Each teacher took their groups to a spot in the room with an easel board. Each teacher wrote up scenarios and had the students create number sentences and solving the equation. They both scaffolded the students to come up with different ways to get the same answer. After a few examples, students were paired up with another student to create examples of their own. Parallel teaching This was a good lesson to break down into a smaller setting. Small groups seem to work well for this class. It helps those that are not comfortable sharing in the full class setting. I think some of the students are nervous to say something when its whole class. This setting allows the teacher to work with students individually while students are in pairs if they are struggling with the concept. Overall, a good lesson to watch of parallel teaching. For this class parallel teaching seems to be the most beneficial.

4/4/2013 Students were divided up into two groups. There was a higher reading level and lower reading level. The students were learning about making predictions within a text. The text was called my perfect pet. The teachers posed questions to the students. What pet do you think is perfect? Why? How many of you have pets at home. For those of you who do not why arent you allowed to have a pet? Are your parents the reason you dont Parallel teaching I really liked this lesson. I thought that most students could relate to this story. If they didnt own a pet they could at least give input as if they owned a pet. Making predictions isnt about getting it right or wrong, but guessing what you think will happen next. The students were creative in their responses and enjoyed drawing their perfect pet.

own a pet? Think about what pet you would choose if you were able to have a pet of you own. What would you choose? I would choose a dog because; I like taking them for a walk. This story is about a girl named Elizabeth who wants to have a pet. Her parents object to her having one. Why do you think her parents dont want her to have one? Lets read to find out what happens in the story. Pay attention to the story structure so you can understand what happens.