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Classroom Observation – Rogers


CLASSROOM OBSERVATION:

Ann Rogers is preparing her physics students for the upcoming Advanced Placement exams.  She makes the most of the review session by organizing and structuring the review so that students have the greatest opportunity to interact with one another to learn, interact with the teacher to learn and analyze their own thinking.


TASK- View video and complete observation reflection

Effective teachers always reflect on the lesson, and lesson outcomes.  Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

*****RECORD YOUR ANSWERS ON THE ATTACHED DOCUMENT – OBSERVATIONAL REFLECTION

>>>>> VIEW VIDEO HERE

Classroom Observation – Rogers

  Effective teachers always reflect on the lesson, and lesson outcomes.  Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.    

Classroom Observation – Rogers

1/26/2017 PlayPosit

Name: Date:

Ann Rogers

AP Physics

1. This is an Advanced Placement Physics class taught by teacher Ann Rogers. She is using this class period as a ‘prep-period’ to help students prepare for the upcoming AP exam.

Observe the relationship Mrs. Rogers has with her students. Observe how she structures the class so students have the opportunity to learn the most from this review sessions. Reflect.

2. Reflect: What is Mrs. Rogers doing as the students enter the classroom? Does she have instructions on the board directing students to ‘bell work’? How is she taking attendance?

3. Reflect: How do the students know which group to work with and where to go to complete the work? What had to occur to establish this routine?

Reflect: How is Mrs. Rogers holding the students accountable for doing their own corrections? Why did she ask the students to use a red pen or any other color than black?

4. Reflect: What did you just observe? If you thought, ‘feedback’, you are correct. Reflect on the type of feedback given and why it was or was not significant?

Continue to watch and reflect on how the teacher interacts with her students. Are her interactions purposeful? How do the interactions benefit the students’ learning?

5. Notice how Mrs. Rogers uses humor with the students. Reflect on how the use of humor contributes to a positive classroom culture.

6. Observe how Mrs. Rogers rotates the groups. Is it effective? Reflect on why she chose to rotate the groups.

7. Did you hear how Mrs. Rogers is asking students to recall prior learning?

8. Reflect: Compare Mrs. Rogers’ feedback to students to what a sports coach might do when working with students.

9. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

Classroom Observation – Rogers

  Effective teachers always reflect on the lesson, and lesson outcomes.  Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.    

Classroom Observation – Rogers

1/26/2017 PlayPosit

Name: Date:

Ann Rogers

AP Physics

1. This is an Advanced Placement Physics class taught by teacher Ann Rogers. She is using this class period as a ‘prep-period’ to help students prepare for the upcoming AP exam.

Observe the relationship Mrs. Rogers has with her students. Observe how she structures the class so students have the opportunity to learn the most from this review sessions. Reflect.

2. Reflect: What is Mrs. Rogers doing as the students enter the classroom? Does she have instructions on the board directing students to ‘bell work’? How is she taking attendance?

3. Reflect: How do the students know which group to work with and where to go to complete the work? What had to occur to establish this routine?

Reflect: How is Mrs. Rogers holding the students accountable for doing their own corrections? Why did she ask the students to use a red pen or any other color than black?

4. Reflect: What did you just observe? If you thought, ‘feedback’, you are correct. Reflect on the type of feedback given and why it was or was not significant?

Continue to watch and reflect on how the teacher interacts with her students. Are her interactions purposeful? How do the interactions benefit the students’ learning?

5. Notice how Mrs. Rogers uses humor with the students. Reflect on how the use of humor contributes to a positive classroom culture.

6. Observe how Mrs. Rogers rotates the groups. Is it effective? Reflect on why she chose to rotate the groups.

7. Did you hear how Mrs. Rogers is asking students to recall prior learning?

8. Reflect: Compare Mrs. Rogers’ feedback to students to what a sports coach might do when working with students.

9. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.