January 2020 Observation
January 2020 Observation
January 2020 Observation
Component Ratings
Next steps: You need to show how you are embedding student IEP goals in your
lessons, and how they are addressing them.
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Create
a
schedule
When I entered the classroom at 1:37 pm, students were finishing up reviewing the
TEAM matrix behavioral expectations, and the lesson expectations, both of which
were posted for all to see. After reviewing the expectations, the class moved on to
defining the lesson vocabulary which were time management, schedule, and
burnout. These words were presented on the smartboard with text and visuals.
You had students read the words and the definitions to the class, and you broke
down the explanation for them. For example, you stated, "Burnout is when you are
so tired you can't do anything anymore". After reading the vocabulary, you
engaged students in a small group do now which focused on brainstorming to
identify various tricks you can use for effective time management, which had been
discussed during a previous lesson. For the do now students were asked to do
journal writing within their small groups which some students struggled with
because they need writing supports such as sentence starters or a model. You
used a timer to pace the lesson accordingly, and once the timer went off you had
one student share out their ideas for effective time management. For example,
Jebner stated that he would use a scheduling app on a tablet. At 1:46pm you
engaged the class in a mini lesson using the smart board to present the material.
During the presentation you had students read the content aloud to their
classmates using the guided reading approach. You highlighted the vocabulary
words within the presentation to make them aware of them, and you asked
clarifying questions to check for student understanding. After the mini lesson you
engaged students in an independent activity having them create their own daily
schedule but it was not differentiated to support all students learning needs. You
closed the lesson with a debriefing of the student schedules, and you had students
ask
each
other
questions
based
on
the
lesson
objectives.
Next steps: You need to differentiate the lesson further to support all students. For
example, the journal writing activity was difficult for several students because they
were not sure how to engage in this activity. To support them, try giving them
sentence starters to complete the journal writing activity such as "One effective
strategy I can use to manage my time would be to use ............ This is effective
because......".
conduct. You reviewed the team matrix with the students at the beginning of the
class to remind them of the behavioral expectations. You used the PBIS points
system as a way to monitor student behavior throughout the lesson, which is our
established standards of conduct. You used the language of the team matrix to
address any behavioral concerns. For example, "Remember Isis we have to show
each other mutual respect by having one voice at a time". Your frequently monitor
student behavior using the PBIS system, and your response to misbehavior is
quick and effective. For example, Isis spoke out of turn several times and you
quickly reminded her of mutual respect and there needs to be one voice and she
immediately apologized and stopped talking. You are also aware that Isis tends to
talk out of turn so you assigned Ms. Reyes to sit close to her to help redirect her
when
needed
and
support
her
as
needed.
Next steps: While you handled Isis' misbehavior effectively, the redirection can still
be disruptive to the class, and can also be giving her the attention she is trying to
get from you. Try incorporating a visual/text sign that you or Ms. Reyes can hold
up or reference during her disruptions to minimize interference with the lesson.
Next steps: Allow a portion of the lesson, perhaps as your exit ticket, for students
to formulate their own questions for one another that they may have on the topic
being discussed. They can even pose these questions to you.
Next steps: Make sure that each activity is differentiated to support individual
learning styles. For example, some students may be able to develop a schedule
completely on their own, but some may need a model to follow. Also, allow for
student choice during the lesson. Student choice can be implemented in various
ways such as the presentation of the content, presentation of student work, and
even how students are being assessed during the lesson.
Next steps: Progress toward student IEP goals need to be tracked during the
lesson as well. IEP goals should be embedded within each lesson, and should be
Component Ratings