EDCI 3120- Contexts for Teaching & Learning
* You must have
a background check and liability insurance (STEA)
before you can conduct your field experiences.
OBSERVATIONAL ACTIVITY LOG
Name: Grade Level/Subject:
Teacher: Teacher's Initials: _______ Date of Observation (include the weekday):
Observation Starting Time: Observation Ending Time: Total Number of Hours:
| Number of Students: | |
| Number of Females: | |
| Number of Males: | |
| Name of ethnic groups represented: | |
| Number of special needs students: |
When recording data, remember to use only the first name of students and the word teacher. Information that is recorded should be factual; the opportunity for reflection and analysis are provided after the observation. Complete all sections of the activities and reflections.
This top section will needs to be completed with each activity.
Activity 1:
Focus: Learner Behavior
(approx. 5 mins.- preliminary analysis,
approx. 45 mins. student observation= 50 mins.)
Select one student in this class to be the focus of your observation.
A. Preliminary Analysis
Write down why you selected this student. Be honest about behavioral
assumptions that you feel the student will display with teacher, peers, etc.
B. Student Observation (Do not use the student's name.)
Write a description of the student's behavior (listening, following directions,
responding to questions, initiating behavior, etc.).
Reflection: Reviewing your information about this
student, discuss how the behaviors you observed differed from your initial
expectations.
Activity 2:
Focus: Physical Environment
Draw a diagram of the classroom. Include the teacher's desk, students' desks, tables, storage areas, water supplies, bulletin boards, learning stations, etc.
Reflection:
Activity 3:
Focus: Effective Teaching
Pretend that you are a student teacher conducting the lesson. You are observing. Answer the following questions:
1. What are the objectives of this lesson? (What are the main skills and/or concepts being learned by students?)
2. How does the teacher monitor student learning?
3. Do the students appear motivated to learn?
4. Describe the primary instructional strategies being used.
5. Describe the classroom climate?
6. How do you know students did or did not learn the material?
Reflection: Based on your answers to the questions, discuss your readiness for teaching a lesson like this.
Activity 4:
(INTASC #6)
Focus: Classroom Management (signals)
Briefly note each type of verbal and non-verbal signal which the teacher uses to help elicit appropriate student behavior. Signals might include facial expressions, an object, gestures, words or phrases. Indicate specifically what signal was used.
VERBAL NON-VERBAL
Reflection: Which signal appeared most effective? Why?
Are there other signals that you think would have been more effective? List your suggestions below.
Activity 5:
(INTASC #4)
Focus: Instructional Strategies (questioning)
Listen to the questions being asked during a class discussion. List the question and place an X next to the type of question. If you are unsure of the type of question, write the question on the bottom of the page and think about it later. Answer BOTH parts of this activity.
TYPES OF QUESTIONS:
Evaluation:
Synthesis:
Analysis:
Application:
Comprehension:
Knowledge:
How did the type of question influence the level and quality of student participation?
Reflection: Do you think that your ability to identify types of questions needs improvement? In what ways?
What questions were asked most frequently? How do these questions affect students' higher level thinking skills?
Activity 6:
Focus: Incentive Plans
Interview the classroom teacher that you have observed concerning his/her incentive system. Is it academic, behavioral, or both? How do the students respond to the incentives? Parents? How often are modifications made to the system? Is incentive system personalized or universal in grade level/school?
Reflection: What are the strengths of the incentive system? Areas of improvements? How will this help you in developing your incentive system?
Activity 7:
Focus: Grading Strategies
Interview the classroom teacher that you have observed concerning his/her grading methods. Use the following chart to record your information.
| YES | NO | |
| Grades are kept on computer only | ||
| Grades are kept in grade book only | ||
| Grades are kept in both grade book and computer | ||
| Grades are compiled only from test and/or quiz scores | ||
| Grades are compiled from a variety of student activities | ||
| Behavior and achievement grades are kept separate | ||
| Grading is primarily subjective | ||
| Grading is primarily objective | ||
| Grading is BOTH subjective and objective | ||
| Scoring criteria is clearly outlined for the student | ||
| Extra credit points are possible | ||
| It is possible to do an assignment over for a better grade |
Reflection: Consider the grade level that you plan on teaching. What does grading mean to you and how will it determine the instructional operations of your classroom (intrinsic/extrinsic motivation, academic growth, etc.)?
Activity 8:
| Number of Students: | |
| Number of Females: | |
| Number of Males: |
Focus: Time Management
As you observe a lesson being taught, prepare a time-line which shows what tasks and activities occur from the beginning to the end of the class period.
What was the ratio of teacher-directed (lecture, directions, question/answer, discussion) to student-initiated (small group work, independent work, etc.) learning time?
Reflection: Review your time-line and discuss the amount of time was devoted to student learning and what amount of time was needed for classroom management of student behavior.
List additional ways to increase learning time:
Activity 9:
Focus: Physical Environment
Make a list of classroom instructional aids such as computers, bulletin boards, reference books, manipulatives, and chalkboards. Mark each time the aid is used during the lesson; use (S) if a student uses it and (T) if the teacher uses it.
Reflection: Based on your observation, what was the purpose of the instructional aids, and how effectively do you think they were used during this lesson
List additional ways the instructional aid could be used.
Activity 10:
(INTASC # 3)
Focus: Instructional Strategies
Place an X next to each strategy that the teacher uses during your observation and indicate the amount of time used for each strategy.
Cooperative Groups
Independent Practice
Guided Discussion
Lecture
Demonstration
Questions
Learning Stations
Peer Tutoring
Review
Partners
Assessment/test
Reflection: Select one of the strategies that the teacher did not use and describe how it could have been used for teaching this lesson.
*Modified from Eastern Michigan University Pre-Student Teaching Coursepack: http://www.emich.edu/NCATE1997/Docs/I.H.3/I.H.3.1/PST/Coursepak.html#7