classroom observation and alternative observation
this is a big assignment
Classroom Observation Commentary Instructions Classroom Observation Commentary and edTPA The classroom observation commentary is aligned with the observation criteria required by edTPA Literacy Instruction Commentary. As stated in the edTPA Elementary Education Handbook (2016): You will write the observation of a classroom lesson using the format called instruction commentary. Instruction commentary across disciplines have a few things in common, such as asking about classroom environment, engagement, prior knowledge, analysis of teaching, and future changes. Most of the answers to commentary questions require citing details of the segment of the lesson observed to provide adequate evidence that the question has been addressed. A few general considerations for writing quality instruction commentary include: Address all parts of the question. Reference segments of the lessons where the answer to the question occurs. Elaborate through specific details evidence of commentary questions. You can do this by referencing a source that pertains to the question based on the textbook or supplementary readings. The questions might appear as: How does the teacher promote a positive class room environment? o How does the teacher demonstrate mutual respect, rapport, responsiveness to students with varied needs and backgrounds and challenge students to engage in learning? How does the teacher engage students in learning? o How does instruction engage students in learning the topic or skill? How does the teacher make links to prior knowledge? o How does instruction link students’ prior academic learning and personal, cultural, and community assets with learning? Analyze the lesson observed. What are some changes you might suggest for improvement of this lesson? o What changes would you make to the instruction—for the whole class and/orfor students who need greater support or challenge—to better support student learning of the central focus (e.g. missed opportunities)? Stanford Center for Assessment, Learning and Equity. (2016). edTPA Elementary Education Assessment. P.25 Classroom Observation Commentary Instructions Since this is a course about reading instruction, the questions have been modified to reflect your knowledge of this subject matter. Here are the commentary questions you should respond to based on your classroom observation: 1. How does the teacher promote a positive class room environment for reading instruction? 2. How does the teacher engage students during reading instruction? 3. How does the teacher make links to prior knowledge during reading instruction? 4. What are some changes you might suggest for improvement of reading instruction? Answer each question in the order above and use the questions as headings in your paper. Each response should be approximately 250-600 words in length. To answer these questions, you should consider: o How the teacher supports students o How the teacher organizes instructional activities o How the teacher differentiates instruction Analysis should be included within each response, not as a separate category. Analysis is moving beyond restating what you observe. The purpose is to demonstrate and explain the significance of what is being observed. To accomplish this, use the academic vocabulary and the knowledge learned in this course in your response. Include specific examples from the lesson to support your response. Use the materials from this course (textbooks, articles, etc) to support your analysis. This may be in the form of paraphrasing or direct quotes. Follow APA guidelines. You are also being assessed on your written communication & use of APA Citations. Include a Reference Page using proper APA format. Please refer to the Classroom Observation Commentary Rubric for more assessment criteria.
EDUC 507 Fieldwork Fall 2020
The fieldwork requirement for EDUC 507 is a minimum of 10 hours.
The fieldwork assignments include these three: the Reading Attitude Survey, the Basic Reading Inventory, and the Classroom Observation and Commentary.
Some schools may be open, and if you choose to observe a classroom there, that is fine. If you do not have access to a school or choose not to do an in person classroom observation, you may complete the Alternative Classroom Observation and Commentary. That will require that you watch an approved teaching video, which I will supply, and submit the written report of the observation as directed below.
Each response should be approximately 250-600 words in length.
When responding to the questions, please state the name of the video
Example:
1. How does the teacher promote a positive class room environment for reading instruction?
In the video, __________________, the teacher promotes a positive classroom environment for reading in several ways.
Then you will describe what you see the teacher doing in the video that addresses this topic and explain your thoughts.
Example:
2. How does the teacher engage students during reading instruction?
In the video ___________________, the teacher engages students during reading instruction by _________.
If the teacher has trouble engaging the students include that.
Then you will describe what you see the teacher doing in the video that addresses this topic and explain your thoughts.
Example:
3. How does the teacher make links to prior knowledge during reading instruction?
In the video ___________ the teacher makes links to prior knowledge in this (these) ways.
Then you will describe what you see the teacher doing in the video that addresses this topic and explain your thoughts.
Example:
For question 4: What are some changes you might suggest for improvement of reading instruction?
Since many of these videos are “best practices” and focus on the positive practices of experienced teachers, another option for Question 4 will be: How did these observations improve your understanding of successful reading practices? What did you see in these observations that you would want to include in your own present or future classes?
Please do not submit your assignment until you have carefully compared your submission with the rubric.
Please note that your paper must include a minimum of three quotations or attributions linked to the textbook or other readings that enhance the points the writer wants to convey in order to earn maximum credit.
Points
How does the teacher promote a positive class room environment for reading instruction?
3
The commentary demonstrates the writer’s knowledge of creating a positive classroom environment, and includes detailed, relevant information from the observation that supports creating a positive classroom environment.
The thoughtful analysis is supported by connections to readings/texts that enhance the points the reader wants to convey.
2
The commentary demonstrates the writer has some understanding of creating a positive classroom environment, but the discussion and analysis are brief and need further development, and connection creating a positive classroom environment.
The analysis includes some connections to reading/texts, but may not enhance the points the writer wants to convey.
1-0
The commentary does not demonstrate that the writer understands creating a positive classroom environment. The discussion does not include analysis. The information and details are limited or unconnected to creating a positive classroom environment.
The discussion includes limited connections to readings/texts, or paraphrasing & quotations are over-used or non-existent.
How does the teacher engage students in learning during reading instruction?
3
The commentary demonstrates the writer’s knowledge of how teachers engage students in learning, and includes detailed, relevant information from the observation that supports how teachers engage students in learning.
The thoughtful analysis is supported by connections to readings/texts that enhance the points the reader wants to convey.
2
The commentary demonstrates the writer has some understanding of how teachers engage students in learning, but the discussion and analysis are brief and need further development and connection them to how teachers engage students in learning.
The analysis includes some connections to reading/texts, but may not enhance the points the writer wants to convey.
1-0
The commentary does not demonstrate that the writer understands how teachers engage students in learning. The discussion does not include analysis. The information and details are limited or unconnected to how teachers engage students in learning.
The discussion has limited connections to readings/texts, or paraphrasing & quotations are over-used or non-existent.
How does the teacher make links to prior knowledge during reading instruction?
3
The commentary demonstrates the writer’s knowledge of how teachers make links to prior knowledge, and the discussion and analysis includes detailed, relevant information from the observation that supports how teachers make links to prior knowledge.
The thoughtful analysis is supported by connections to readings/texts that enhance the points the reader wants to convey.
2
The commentary demonstrates the writer has some understanding of how teachers make links to prior knowledge, but the discussion and analysis are brief and need further development. Some information and details are included and attempts made to connect them to how teachers make links to prior knowledge.
The analysis includes some connections to reading/texts, but may not enhance the points the writer wants to convey.
1-0
The commentary does not demonstrate that the writer understands how teachers make links to prior knowledge. The discussion does not include analysis. The information and details are limited or unconnected to how teachers make links to prior knowledge.
The discussion has limited connections to readings/texts, or paraphrasing or quotations are over-used or non-existent.
What are some changes you might suggest for improvement of reading instruction?
3
The commentary demonstrates the writer’s knowledge of successful teaching practices and provides positive feedback and critique, and the discussion and analysis includes detailed, relevant information from the observation that supports writer’s knowledge of successful teaching practices and provides positive feedback and critique.
The thoughtful analysis is supported by connections to readings/texts that enhance the points the reader wants to convey.
2
The commentary demonstrates the writer has some understanding of successful teaching practices and how to provide feedback and/or critique, but the discussion and analysis are brief and need further development. Some information and details are included and attempts made to connect them to successful teaching practices.
The analysis includes some connections to reading/texts, but may not enhance the points the writer wants to convey.
1-0
The commentary does not demonstrate that the writer understands successful teaching practices and/or how to provide feedback and/or critique. The discussion does not include analysis. The information and details are limited or unconnected to successful teaching practices and/or how to provide feedback and/or critique.
The discussion includes limited connections to readings/texts. Paraphrasing & quotations are over-used or non-existent.
Written Communication & APA Citations
3
Organization and presentation of ideas is exemplary with great clarity and cohesiveness; professional presentation; no spelling, grammar, and\or mechanical errors.
The paper includes A MINIMUM OF 3 Quotations or attributions linked to the textbook or other readings that enhance the points the writer wants to convey.
Paper includes APA style reference page, and correct usage of APA citations is found throughout the paper.
2
Organization and presentation of ideas is effective; professional presentation; few spelling grammar, and/or mechanical errors.
The paper includes at least one quotation or attribution linked to the textbook or other reading that enhance the points the writer wants to convey.
Paper includes reference page, but there are errors with APA format.
1-0
Organization and presentation of ideas is limited. There are significant spelling, grammar and/ or mechanical errors.
There is no reference page. There is little to no usage of APA citations throughout the paper, and/or major errors with APA citations.
Total
Points
Please read this carefully as it explains the difference between the Classroom Observation & Commentary and the Fieldwork Summary to be posted on Taskstream.
1. Your Classroom Observation & Commentary is only one part of the 10 hour fieldwork requirement. It is due 11/15. You may observe any grade for this assignment (or complete the Alternative Assignment). Post only the Classroom Observation & Commentary in the Week 10 assignment area.
2. Due Week 14 on 12/15 or before, you must post a summary of all your 10 hour fieldwork activities on Taskstream:
FOR ALL STUDENTS, The 10 hour requirement includes the Reading Interest/Attitude Survey assignment, the Basic Reading Inventory, and the Classroom Observation and Commentary. The fieldwork summary will not be accepted unless the summary includes all three assignments. You must also address how these fieldwork experiences relate to the course objectives (see the syllabus for course objectives/outcomes).
Complete directions for Taskstream will be posted in the units below, “Fieldwork Information” and Taskstream Information.”
PLEASE NOTE: IT IS PERFECTLY ACCEPTABLE TO SHOW THAT YOU COMPLETED MORE THAN THE 10 HOURS REQUIRED. TEN HOURS IS THE MINIMUM REQUIRED.
You have two videos. You may answer each questions citing both videos (include the titles), or you may answer two questions citing the first video (include the title), and two questions citing the second video (include title).
5th Grade Guided Reading Lesson 15:15
1st grade personal narrative Observe a content area or literacy lesson 47:37
https://www.youtube.com/watch?v=y556OPWrtKo
