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    Pre-Observation Reflection Matter

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    The teacher plans to communicate the learning objective to students at the beginning of the lesson by stating it and having students read it. Data on student performance was obtained from a pre-assessment, observations of student engagement and group work, and tests in science class. All students will participate in individual and whole-class activities to ensure assessment of all students. The teacher will know when to move between activities based on student engagement and understanding, regrouping if many students are struggling or asking the same questions. The observer is asked to focus on how the teacher handles undesired behaviors, balances positive and negative reinforcement, and monitors student engagement.

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    Pre-Observation Reflection Matter

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    api-298329715
    107 views2 pages
    The teacher plans to communicate the learning objective to students at the beginning of the lesson by stating it and having students read it. Data on student performance was obtained from a pre-assessment, observations of student engagement and group work, and tests in science class. All students will participate in individual and whole-class activities to ensure assessment of all students. The teacher will know when to move between activities based on student engagement and understanding, regrouping if many students are struggling or asking the same questions. The observer is asked to focus on how the teacher handles undesired behaviors, balances positive and negative reinforcement, and monitors student engagement.

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    pre-observation reflection matter

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    The teacher plans to communicate the learning objective to students at the beginning of the lesson by stating it and having students read it. Data on student performance was obtained from a pre-assessment, observations of student engagement and group work, and tests in science class. All students will participate in individual and whole-class activities to ensure assessment of all students. The teacher will know when to move between activities based on student engagement and understanding, regrouping if many students are struggling or asking the same questions. The observer is asked to focus on how the teacher handles undesired behaviors, balances positive and negative reinforcement, and monitors student engagement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    107 views2 pages

    Pre-Observation Reflection Matter

    Uploaded by

    api-298329715
    The teacher plans to communicate the learning objective to students at the beginning of the lesson by stating it and having students read it. Data on student performance was obtained from a pre-assessment, observations of student engagement and group work, and tests in science class. All students will participate in individual and whole-class activities to ensure assessment of all students. The teacher will know when to move between activities based on student engagement and understanding, regrouping if many students are struggling or asking the same questions. The observer is asked to focus on how the teacher handles undesired behaviors, balances positive and negative reinforcement, and monitors student engagement.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

    Please answer one question in each category (ie: Learning objectives and goals) below for a
    total of 5 questions. Use complete sentences and attend to writing mechanics. Include this
    sheet as the cover page for your formal lesson plan.

    Learning Objectives and Goals


    How do you plan to communicate the learning objectives to students?
    The students will be presented with the learning objective in the very beginning
    of the lesson. I will say the learning objective/ or have the students read it and
    then explain it to them. The learning target will also be written on the bored, so
    that I can refer to it as necessary throughout the lesson.
    Learning Target: How can you understand and describe matter by defining the
    vocabulary words in this unit through a foldable and small class demonstrations.

    Using Data (choose one)


    What sources of student data did you use to determine student performance levels?
    What did you learn from this data?
    In the beginning of the year students took a pre-assessment which predicted
    their level of success this year in science. I have also seen how this group works
    together as a whole and on an individual level. The students in this block
    perform well in science and seem to grasp concepts and skills a lot easier than
    the first block. I also look at the tests taken so far in science and can have
    determined the students that seem to be struggling. From conferences and
    student engagement during previous lessons, I have also seen the importance
    and benefit of going over unit vocabulary with the students.

    Assessment (choose one)


    How will you ensure you call on all students?
    All students will participate in this lesson. They are doing individual work, but are
    also completing and participating in the whole class activities/ demonstrations.
    In each activity, all students are expected to contribute in a certain manner. For
    example in the texture activity, each group will feel the object, describe the
    texture, and try to predict what the object is.

    Instruction (choose one)


    How will you know when it is time to move from one activity to the next?
    As I have learned in previous observations, planning certain times for activities is
    great. Yet, one must always keep in mind that this might change depending on
    the needs of the students during that specific part of the lesson. This is
    something that I have been working on. In order to move on in the lesson,
    students must be actively engaged and participating. They must also each be
    demonstrating a fair amount of understanding. If most students are having
    trouble in a specific area or are asking some of the same questions, then I must
    regroup the students.

    Observation Focus
    What specific areas would you like me to focus on for my observation (ie: questioning,
    teacher movement). It may help to think about a FEAP or instructional goal

    For my observation, I would like you to continue to focus on how I deal with
    undesired behaviors in the class. I would also like to see how I am able to
    balance between positive/negative reinforcement. I would also like you to focus
    on student engagement in the lesson. It is so important for students to like what
    they are learning about because it will increase their level of success. As always,
    if there is something that I am struggling with during the lesson please advise
    me. I like receiving as much feedback as possible so that I continually grow and
    show improvement.

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