EDUC 5312-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 04/28/2022 Observation Time: 9:35

Teacher Observed: Ms. Jepson Subject/Grade Level: 8th Grade, Spanish

School Observed: HSI- SA Observer: Ferda Akgul

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known)

TEKS: 1A Ask and respond to questions about everyday life in spoken and written
conversations.
1B Express and exchange personal opinions or preferences in spoken and written conversation.

In this chapter, students were expected to build upon their language skills by learning additional
parts of the body as they talk about their daily routine.

 Identify more parts of the body.

 Discuss my daily routine.
 Plan a backpacking and camping trip.

2-How did the teacher begin and end the lesson?

First of all, teacher welcomed all students at the door in Spanish and had a small
conversation with class. After that, she continued with a Do Now/Bell Work.

Task: relaciona. Match.

1. poner a) to take a bath
2. divertir b) to get up / to rise
3. levantar c) to put/ to place
4. acostar d) to have fun
5. bañar e) to lie down/ to go to sleep

3-What did the teacher use for teaching materials or instructional aids/equipment?

She used textbooks, workbooks, chrome books, white board and verb poster/visuals.
4-Which instructional methods and strategies did the teacher use?

She used direct instruction which is what some refer to as the traditional method. Direct
instruction is primarily teacher centered and consists of direct lecturing or vertical teaching.

She also used independent study which student were learning in partnership with another student
during a small group work.

5-How did the teacher assess learning? She used direct measures. She assessed some students
orally, also used worksheets, workbook and do now/exit ticket as an assessment.

6- What can you say about the teacher’s philosophy/beliefs and style? (Traditional,
progressive, behaviorist, student-centered vs. teacher-centered, authoritative, etc.)

She has traditional style. She used mostly direct instruction method, teacher centered. The
teacher was the center of knowledge and in charge of learning. Students were learning what they
needed to through listening and watching the instruction.

7-How does the teacher manage classroom? Can you identify classroom management
techniques used?

The classroom environment was very positive and routines were established. Students knew
what they were supposed to do when they entered the classroom. Teacher’s expectations were
clear and her rules were written on the wall, such as voice levels according to class activity. She
also reminded some students about reinforcement points for negative behaviors.
8-Observe in the classroom setting and determine the types of behavior students play when
off-task. What do they do when they are not paying attention? How does the teacher re-
direct them or get them back on task? There were a couple students who were talking during
learning time, and one student answered a question without giving permission. Teacher used a
strong voice TLAC strategy and reminded them of her clear expectations. She used a cold call
strategy for off task students and asked them to repeat some of the verbs. One of them actually
managed to answer but not the other student. So the teacher asked another student to say those
verbs and then again went back to the first student and asked again. This time the student was
able to repeat and stayed on task after that.

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)

She used verbal communication and non-verbal communication, such as: maintained eye contact,
focused on her posture, she used her hands and mimics, her body language a lot. She smiled
every chance she could.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

Students were mostly Hispanic and African-American students. There were 2 ESL students, just
moved from Mexico a couple months ago, but they didn’t have any communication problems
since it was Spanish class. There was diversity in the classroom. Most of the students were from
low-income families. The atmosphere was welcoming and positive. Students were well-behaved
most of the time, and they were interacting with each other and the teacher.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

Tapping students’ prior knowledge was effective in student engagement. Students were more
eager to share and participate when the teacher did that. Also they were more engaged while they
were working on their worksheets in their small groups.
During traditional instruction in which the teacher was using direct strategy, students were less
engaged and some of them got off task during that time.
12-What are the two instructional strategies you observed and would like to apply in your
classroom?

I liked the independent strategy where students were working in their small groups. Teacher was
prepared some verb cards prior to the class and students were discussing these cards and making
new sentences then practicing them together.

13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

Strong voice. This is one of the TLAC (Teach Like a Champion) strategies and I believe it has a
strong effect on students. Strong Voice is a practice that establishes the teacher's authority in the
classroom. It is the teacher's ability to present themselves to their students to encourage
compliance and on-task behavior.