Observation SUMMARY

Kennesaw State University

Bagwell College of Education

Student’s Name: _____Kristie Kannaley______KSU Course: __ENED4415_ Semester: _Fall 2010__

Collaborating Teacher: _____Ms. April Chapman______University Supervisor: __Dr. Judy Romanchuk____

School: _____Lost Mountain Middle School Date: ___10/21/10_Beg. Time:_10:30 End. Time:_11:55

Observer: _Dr. Judy Romanchuk____Circle One: University Supervisor Collab. Teacher SMT Self Peer

Description of Situation: Brief description of environment, subject area, type of activity, description and number of learners, etc.

The class was a 6th grade Reading Enrichment class, with 24 students present (14 girls, 10 boys). The first ten minutes of the class period were devoted to silent, independent reading, during which time all students were quiet, focused, and on task reading a variety of types of books. The primary focus of the lesson was exploring the concept of exaggeration using hyperboles and how hyperboles can be used in writing to establish tone. A well-developed PowerPoint was used to guide the lesson through definitions, examples, and student exercises. Although classes were shortened because of conference week, the class met for 50 minutes prior to a 30-minute lunch period. Because of the small size of the cafeteria, students ate lunch in the room, while they watched parts of several movies. During the main lesson, the students were talkative but not off-task, since their conversations centered on the lesson and the academic tasks they were performing.

Directions:

When completing this summary form, please indicate strengths and areas for improvement.

For greater detail, please consult the Conceptual Framework Reference Guide that describes the proficiencies in each outcome.

Subject Matter Expertise: (knows content; connects to other disciplines; knows and represents content accurately; uses content
and pedagogical knowledge)
Kristie demonstrated strong subject knowledge throughout the lesson. She repeatedly pointed out connections with the students' prior knowledge of grammar (prepositions), figurative language, mood, and tone. The guided discussion focused not only on the students' ability to recognize hyperboles but also stressed the importance of realizing that their use was not appropriate to all types of writing. Students were led to distinguish between the positive effect of the hyperbole on personal narrative, as well as the negative effect if used in more serious writing, such as technical writing, recipes, and science reports. Kristie's solid understanding of the subject matter of this lesson was evident throughout in her ability to field questions and stretch student responses to reveal clear understanding of the topic. Supporting materials, such as the informational PowerPoint, the gingerbread man, the list of mood words, and the handout listing examples and sentence completion exercises, provided students with additional tools to both visualize concepts and apply them in writing.
Facilitation of Learning: (knowledge of learners; knowledge of society and culture; well-managed learning environment; sets high expectations for all students; designs and implements effective instruction; assesses student learning and evaluates instruction)
The pacing of the lesson was smooth with clear instructions plus tie-ins to previous lessons and learned concepts. Kristie used time wisely by setting up the PowerPoint and handing out worksheets and papers from the previous day during the initial reading time. She interacted comfortably with the students and responded to their questions with clear, straightforward answers, as well as stretched student thinking by asking for specific examples or drawing their attention to additional connections. Her responses to students were positive and reaffirming, even when further elaboration was needed. She frequently made statements such as "You're close. How can we make that clearer?" As a result, students were eager to participate throughout the questioning, writing, and sharing portions of the lesson. As a follow-up, she took up all writing samples and assured students that she would read them. In addition, even though she had not put a grade on the papers she handed back, she called attention to the comments that she had made on each page, which pointed students to the importance of the writing process as well as the product outcome. When the eagerness of the class as a whole occasionally led to a higher-than-desirable noise level, Kristie effectively brought them back on task with statements, such as "Stay with me" and "I can't hear her when you are talking."
Collaborative Professional: (reflects on professional performance; builds collaborative and respectful relationships; uses effective communication skills; maintains professional and ethical behavior)
Kristie's ability to communicate effectively both orally and in writing was evident in the clarity and high quality of her instructions and the ease with which she responded to students' questions and answers. She maintained a professional demeanor throughout at the same time that she engaged respectfully in the learning process with all of the students. Students in turn responded positively to her instruction.

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Student’s Signature Date Observer’s Signature Date

05/15/03