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  Liberal, Kansas U.S.D. 480        
    Liberal Public Schools U.S.D. 480
   Liberal U.S.D. 480 Classroom Walk-through System
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Liberal Public Schools
U.S.D. 480  
401 N. Kansas
Liberal, KS 67905-0949
Phone: (620) 604-1011




  Observation Form
Welcome Bill Bunten

   Teacher: 
 
Month   /  Day   /  Year 
 Time in:      Interval:   Observer: 
 # Students:        Semester:        BME:  
   Building:       Class: 

    
    Classroom Environment

    Students are cognitively engaged in class work and content:

      91 - 100%     

      71 - 90%    

      51 - 70%    

      0 - 50%

    
    Transitions occur smoothly

      Occurring

      Not occurring

      N/A

    
        Capturing Kids Hearts / Classroom Management

    Provides specific affirmations for student responses

      Occurring

      Not occurring


    Refocuses/redirects inappropriate behavior.

     (mark all that apply)

      References Social Contract

      Uses 4 questions

      Proximity

      Verbal cues

      Non-verbal cues

     

      No inappropriate behavior observed

     

    
Instruction

     Classroom objective is posted in student friendly language.


        Anatomy of a lesson  (mark all that apply)

         Activate relevant knowledge (ARK)
         (Teachers provide the hook students need or learning the
         objective.)


         Student active participation (SAP)
         (Students actively engaged in the content.)


         Teacher input (TIP)
         (Direct instruction or modeling by the teacher.)


         Identifies student success (ISS)
         (Students reflect or demonstrate what they have learned.)



      Monitor and adjust

         Occuring

         Not occuring

         N/A

    
      Cooperative Learning

         Kagan Structure

         Shoulder Partner / Other Group Work

         Not occurring

    

Resources

      Walls That Teach

      Word Walls

      Thinking Maps / Graphic Organizers

      Manipulatives

      Supplemental Materials

      Textbooks


      Integration of technology to impact student achievment

      Student      Teacher

     

     

    

4-12 (AVID)

         Teacher is AVID trained.

    WICOR

         Writing (writing to learn)

         Inquiry

         Collaboration

         Organization

         Reading (reading to learn)


    Costas Level of questioning

         Level 1     Level 2     Level 3      Not selected

     

         Cornell notes (2 column, 3 column)

         Interactive notebooks



COGNITIVE LEVEL (Highest observed):    Not observed

    Remembering / Understanding     Applying     Analyzing / Evaluating     Creating
Recall Interpret Implement Organize Justify Generate New
List Summarize Use Compare Check Design
Describe Paraphrase Carry Out Contrast Hypothesize Construct
Retrieve Explain Demonstrate Deconstruct Critique Planning
Name Execute Interrogate Experiment Producing
Find   Perform Examine Judge Inventing
    Model Infer Produce  


Comments:

   E-mail walk-through results to both teacher and confirmation to observer?



USD 480 Liberal SWT Comments/Questions

 

CLASSROOM ENVIRONMENT:

Comments:

1.     Through the teaching strategies you utilized, you actively engaged your students.

2.    Your students were actively engaged with each other with classroom learning.

3.    Academic learning time was evident as 75-95% of your students were experiencing success and they clearly understood the objective of the lesson.

4.    Your use of planning and strategy choices made for good use of instructional time.

5.    Your routines and procedures allowed for smooth transitions to occur.

6.    Your small group centers were planned well and students were engaged.

7.    Small group centers were differentiated.

8.    Accountability was in place for each small group center.

Probing Questions:

·         How did you monitor transitions during the lesson?

·         What data/and or skills were used to form your flex group?

 

INSTRUCTION (Whole Group / Flex Group):

Comments:

1.     You equally involved students.

2.    Students were engaged and on task.

3.    You effectively communicated the standards and objectives.

4.    You clarified information to support all learners at their ZPD.

5.    You incorporated higher level questioning techniques.

6.    Your ability to monitor and adjust to the needs of the student was effective.

7.    Your ability to check for students’ understanding and providing appropriate feedback was on target.

8.    You set high expectations for students.

9.    You addressed different learning styles through multi-modal instruction.

10. Your activation of students’ prior knowledge allowed for deeper understanding.

11.  Your energy and enthusiasm brought a positive impact on learning.

12. Students clearly understood objective/purpose of lesson.

13. Your use of multiple measures of assessment helped meet the needs of all students.

14. Positive interdependence of students in small groups was demonstrated.

15. Interdependent accountability was apparent.

16. APK allows students to scaffold their learning.


 

INSTRUCTION (Whole Group / Flex Group):

Probing Questions:

·         What did the students do that told you that were actively engaged?

·         What did you do to cause the active engagement?

·         What would you do differently if you were going to reteach this lesson?

·         What techniques were used to activate prior knowledge?

 

TEACHING STRATEGIES:

Comments:

1.     Your use of Thinking Maps® allowed your students to visualize similarities and differences.

2.    Your use of Thinking Maps® allowed your students to organize their thoughts/information for written and/or verbal communication.

3.    Your guidance on the procedure for summarizing and taking notes was clear.

4.    Instruction was differentiated to address learning needs of all students.

5.    Learning groups were structured to address the student’s Zone of Proximal Development (ZPD).

6.    Opportunities for students to utilize the walls that teach allow them to make connections to vocabulary and content.

7.    Students understood the objective due to the use of real-world application.

8.    Opportunities for students to work cooperatively allowed students to engage in their own learning.

9.    Your use of realia helped student understanding.

10. Your use of tiered vocabulary instruction was evident.

Probing Questions:

·         How were students arranged in your cooperative learning groups?

·         What did you do to cause students to be metacognitive or reflective with their learning?

·         Tell me more about why you chose that activity to apply real world application skills.

 


 

RESOURCES:

Comments:

1.     Your utilization of technology enhanced the lesson presentation and moved the student toward the learning objective.

2.    Students were actively engaged in the content through the use of technology.

3.    Walls that Teach were referred to as a student resource for learning.

4.    Manipulatives provided a hands-on experience for students to understand the concept.

5.    Supplemental materials were utilized to meet the needs of students.

6.    Textbooks were used as an instructional resource.

7.    The teacher-designed worksheet supported the learning of the objective.

8.    The teacher’s selection of resources is important to increase student learning.

Probing Questions:

·         How did the use of technology enhance your instruction?

·         How are your classroom walls used to show evidence of student learning?

·         Tell me more about the supplemental resources used during the lesson? Where did you find them?

 

A V I D:

1.     Your students’ use of Cornell Notes was effective.

2.    Your utilization of the interactive notebook proved to be an effective organizational tool.

3.    Your use of multiple levels of questioning meets the needs of all students.

4.    Students were using an interactive notebook as a reference to complete assignments.

5.    Your use of the WICR strategies increased student learning.

6.    Your use of high-level questioning techniques was effective.

 

CAPTURING KIDS’ HEARTS:

1.     Your interaction with the social contract was appropriate to reinforce positive behavior.

2.    The way you provide affirmation for student responses creates a non-threatening atmosphere.

3.    Your use of the 4 questions was an effective way to refocus/redirect the inappropriate behavior.

4.    Your social contracts were prominently displayed in your classroom.

 

OTHER PROBING QUESTIONS:

·         Why do you suppose…?

·         What did you notice about…?

·         How do you plan to assess the students and in what way?



     


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