CLASS Observation CONTENT: Science/Light 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 an 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: November 2, 2011
A sweet climate where students were so excited about the idea of doing experiments. Absolutely none.
There were many questions that the teacher patiently answered. “No, you will have one flashlight for your group, so you will have to share. You can take turns so each one of you will have a chance to use the flashlight.” What could be better? A chance to conduct experiments on different objects to see how light would affect each one. Lesson planned especially for these students. Students very well behaved. Teacher willing to wait for all students to be ready before she began to teach. “I’ll just wait for you to finish reading before I go on. One student began a side conversation. Teacher put finger on lips and waited for stu. Very productive lesson. No wasted time.
“Today we will be conducting experiments with light to see what happens when you hold light up to each object.” Review of what learned day before. Introduced bags for experimentation and gave clear directions about tasks they were to conduct. How does light travel? What happens when light hits an opaque object? Transparent object? Translucent object? Gave each small group high level questions to discuss. Great questions leveled for each child to make sure of his/her success. Walking around the class giving help, extending thinking, and encouraging discussion. Offering great feedback.
Encouragement and Affirmation
Language Modeling (LM) • Frequent Conversation • Open-Ended Questions • Repetition and Extension • Self and Parallel talk • Advanced Language
It was so impressive to hear these second graders using the vocabulary of the science lesson. Katherine, this was a great lesson. Just be careful that you make eye contact with each child.