Instructor: Course: Observer: Date:
Classroom Observation Form Karen Salvador MUS 185 Chris Heidenreich October 20, 2015
Narrative. (This is the observer’s objective summary of the class session.) 11:00 AM Class began with a review of a recent observation assignment. Discussion continued regarding the format of the observation as it related to the expectations of the requirement for the assignment. 11:06 AM Brief lecture session on Assimilation. Instructor used prepared slide presentation throughout remainder of class. 11:20 AM A short exam review. Instructor posted seven short answer type questions on a slide that might appear on the upcoming exam. Students were given time to answer each question on a note card, and instructor collected the card to assess knowledge of Preparatory Audiation. 11:27 AM Collection of student work 11:28 AM Transition to activity with a debrief of one exam question 11:31 AM Practicum activities modeled by classroom and students moved to floor 11:31 AM Hello Song 11:34 AM Making Soup 11:40 AM In the Tub 11:45 AM Stretch and Bounce 11:49 AM Work with glockenspiel 11:53 AM Return to chairs and review of modeling activities, both non-musical and musical activities emphasized 11:59 AM Lecture on singing voice development, and discussion of the anatomy of the vocal folds 12:11 PM Details of the Practicum for the following week, students were given a handout reviewing the details 12:15 PM Class dismissal Analysis / Evaluation. Planning/ Organization. Dr. Salvador clearly had a plan to review the learning and discuss new concepts. As the class progressed, the activities were geared toward the learning and reinforcing of the lesson of the day, and integrating the expectations of upcoming practicum. A variety of activities included the following: basic question and answer; lecture; class discussion prompted by further questioning; singing activities that both demonstrated a potential activity with children and emphasized the musical concept; and a writing activity. A variety of assessment types, including formal and informal, were provided to students in and out of the observation (blog vs. assignments turned in for instructor assessment).
Instructor reminded students that activities would be used in an upcoming practicum that was modeled throughout the lesson. Further discussion took place on practicum tonal pattern projection, chants, and creative movement. Transitions were designed to smoothly move from one topic to the next, taking one idea in the previous concept and flowing to the new one. Interaction with Students Dr. Salvador used questions to prompt the learning and connection between what was observed and what was discussed in class. Questions were used to review old material as well as bring back important information to help scaffold the learning. In the early part of the lesson, students demonstrated a reluctance to answer the prompted questions; however, as class progressed students became more likely to answer. The instructor provided instruction in several modes including lecture, modeling, a short writing activity and play activities. The instructor regularly used student’s names, and allowed them the freedom to participate according to their personal comfort level with an indicator (touching their nose if they were willing to sing). Several students were recognized and praised for their improvement in pitch matching. Instructor modeled all activities with the teacher candidates as well as discussed how things would be different with young children. Throughout the observation, the instructor provided constant reminders of what to expect from young children. Command of Subject Matter Dr. Salvador used not just lecture but provided real classroom examples, in one case ‘pattern matching’, to discuss the development of children. Not only did she discuss the activity but helped the students anticipate how the students would react, both positively and negatively. In addition to pointing out what the child should be able to accomplish at this particular level of development, she discussed the conclusions that might be reached about the child’s musical ability. Because of her command of the subject matter, the instructor has the ability to discuss musical terms in a way for all to understand as well as interpret terms to follow-up. She brought out musical, non-musical and social activities that might be products of the activity. Dr. Salvador demonstrated an enthusiasm for teaching, getting students to buy into the lesson to help energize the practicum next week. She carefully used objective terms to assess the teacher candidate’s progress throughout the class.