CLASS Observation CONTENT: Math Positive Climate (PC) • Relationships • Positive Affect • Positive Communication • Respect Negative Climate (NC) • Negative Affect • Punitive Control • Sarcasm/Disrespect • Severe Negativity Teacher Sensitivity (TS) • Awareness • Responsiveness • Addresses Problems • Student Comfort Regard for Student Perspectives RSP) • Flexibility and Student Focus • Support for Autonomy and Leadership • Student Expression • Restriction of Movement Behavior Management (BM) • Clear Behavior Expectations • Proactive • Redirection of Misbehavior • Student Behavior Productivity (PD) • Maximizing Learning Time • Routines • Transitions • Preparations Instructional Learning Formats (ILF) • Effective facilitation •
Variety of Modalities & Materials
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Student Interests
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Clarity of Learning Objectives
Concept Development (CD) • Analysis and reasoning • Creating • Integration • Connections to the real World Quality of Feedback (QF) • Scaffolding • Feedback Loops • Prompting thought Processes • Providing Information •
Teacher: Katherine Brou FORMAT: Whole class
Observer: Nora Miller DATE: October 18, 2011
All students working. Excellent climate.
None.
Teacher going around helping different children. Asking, “How can I help you? Do you want to phone a friend? Do you want me to draw the line for you?” Checking each child’s game board. Student focused lesson. Encouraged children to fix anything that was not right.
Clear expectations and directions. “Get out your math journal. Finish # 1. Put your boards flat. Count out your 20 math chips. Put your eyes on me.” No behavior problems. No wasted time. All routines handled efficiently. Used timer to designate how much time students had.
The white board was in charge of calling random names-Clever! Began with # of the day. Game followed to teach strategy of making a ten. Sugg: Make sure that you explicitly name every strategy that you teach. You taught Make a 10 & used Turn around facts.
“Is the number odd or even? Why? Think of a # less than 40. Now think of an equation with that #. How can we move the chips around to make that an easier problem? Saw numerous example of feedback. Teacher listened well to the child, helped them extend and expand knowledge.
Encouragement and Affirmation
Language Modeling (LM) • Frequent Conversation • Open-Ended Questions • Repetition and Extension • Self and Parallel talk • Advanced Language
Lesson was great-students and teacher participating in a grand conversation. Sugg: Might want to provide more variety. Some students were getting restless with the game activity.