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Preobservationform Payton

This pre-observation form provides details for an upcoming lesson observation for an elementary education teacher. The lesson focuses on teaching kindness and compassion. It will include a read aloud, large group discussion on the carpet, and individual writing. The teacher hopes to facilitate meaningful discussion and involve students who typically do not participate. Classroom management during the writing portion may be challenging due to the length of time on the carpet. The teacher will assess student understanding through responses to a writing prompt. Clear instruction and calling on varied students are areas the observer should focus on. The overall goal is for students to understand and apply the lesson on kindness.

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71 views2 pages

Preobservationform Payton

This pre-observation form provides details for an upcoming lesson observation for an elementary education teacher. The lesson focuses on teaching kindness and compassion. It will include a read aloud, large group discussion on the carpet, and individual writing. The teacher hopes to facilitate meaningful discussion and involve students who typically do not participate. Classroom management during the writing portion may be challenging due to the length of time on the carpet. The teacher will assess student understanding through responses to a writing prompt. Clear instruction and calling on varied students are areas the observer should focus on. The overall goal is for students to understand and apply the lesson on kindness.

Uploaded by

api-315002438
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Department of Teacher Education & Learning Sciences

Elementary Education Program

Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor
teacher or university supervisor. It is to be submitted no later than 3 business days prior to the actual
observation along with your lesson plans.

Name: Payton Doherty Date: 11/14/2017

1. What is the topic of your lesson?


a. Being kind and compassionate in the classroom

2. Why are you teaching this lesson? What is your rationale for teaching it?
a. Our class does not seem to get along, and we feel they would benefit from
a lesson on what being kind looks like, so they have something to model.

3. What is your Teaching Behavior Focus? Why did you choose this?
a. Facilitating a meaningful and focused group discussion. Usually the same
students always answer questions in the large group settings, and we
really want to be able to hear everyones thoughts especially with this
lesson.

4. Why did you design your instruction in this lesson the way that you did? Why did
you choose this way of teaching the lesson (e.g., Was the idea from a methods
course? From your mentor teacher? Another source?)
a. We wanted to start with a read a loud because we have learned in all of
our classes this semester that using literature as the engagement part of
your lesson really helps students focus. We thought that keeping them in a
large group on the carpet would make the discussion flow easier, and we
really want this lesson to be as engaging as possible. We have noticed
that every time you do large group n the carpet, most if not all the students
are engaged in everything you are doing.

5. As you are thinking through this lesson, what do you believe will be the most
challenging part of this lesson for you when you teach it? Why?
a. Classroom management while we are doing the writing part. We know
how active our group of students are and having them sit on the carpet for
that long may cause a problem for some. Hopefully we can keep them
engaged for that period of time, and they will want to stay seated.

6. How will you know if your learning outcomes for the students are met
successfully?
a. We will know after we read their notecards where they have answered the
question What does it mean to be kind?. Their responses will give us a
clear picture if the students really understood what we wanted them to.

7. How will your classroom management support the learning outcomes?


a. Being in the circle will help students stay engaged, and it will also give
them room to breathe instead of having everyone stuffed in the corner of
the carpet.

8. List 1-3 areas which you would like for your observer to pay particular attention.
Why do you want your observer to focus on these areas?
a. Make sure we have clear instruction
b. Make sure we are calling on different students who do not talk as much

9. Is there anything else you would like your observer to know before the
observation?
a. We really hope we can complete this lesson, and that the students will
take everything that we have taught them to heart and be able to show it
in the classroom. We also hope that we are able to keep them on the
carpet, and if it would help, you are more than welcome to participate in
the activity with the students! This should be a fun lesson for all involved.

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