LESSON OBSERVATION FORM: FOSSIL RIDGE HIGH SCHOOL

CSU Student: Nathan Brandsma

Observer: Niall ODwyer
Date: 11/25
Class/Grade Level Observed: Freshman World History
Planning

N/
O

Comments

The lesson plan is written and is readily Y

available.

Yes, learning targets were

also visible for all to see
and Nathan had discussed
the plan with the classroom
teacher beforehand

The lesson plan is well designed and contains all Y

essential elements (objectives, standards,
materials, procedures, assessment)

Yes, it was carefully

designed and well balanced

The lesson plan show consistent alignment of Y

objectives, strategies, and assessments with
standards.

The lesson plan reflects meaningful choices of Y

content.

Yes, it corresponds to the

appropriate standards

Yes, the topic is in keeping

with the syllabus and is a
key
aspect
towards
understanding
World
cultures. I also applaud
Nathans focus on the
cultural legacy of Islam.

Organizing and Presenting Instruction

Demonstrates effective communicative skills.

Directions were clear at

the outset, strong voice
and direct instructions. A
little hesitant in transition
from brainstorming to
group work.

Teaches in a creative, engaging, and appropriate Y

manner.

Yes, his questions and

strategies
stimulated
discussion and debate. The
choice of topics really gave
the students ownership.
The downside to this
meant that the topics were
not as clearly defined as
was desired. The students
output was still generally
of high quality but was
inconsistent in terms of
quantity. The bubble maps
helped to tie these findings
back to more defined
learning objectives.

Engages students in thinking and problem Y

solving activities.

Absolutely, sts had to

reflect on Islam and
research
answers
to
probing questions.

Presents information with poise and confidence.

Yes, has an eloquent

delivery
which
is
underpinned by strong
content knowledge

Ensures a variety of teaching aids and materials Y

are included regularly in instruction.

Provided options to the

students in terms of the
presentation
of
their
research.
Had worksheets printed,
but the decision to go with
a Google Presentation
would
ideally
have
included setting this up
before class.

Provides instruction that is appropriate for varied Y

needs and styles of learners.

Yes, the research element

did allow the students to
access resources which
were appropriate to the
topic and to the individual
students. Perhaps a list of
suggested sites may have
helped in this regard.

Utilizes technology as a teaching tool.

Yes, the students used

their laptops for research
and a Google Presentation.

Provides specific feedback to students about Y

behavior.

Has strong classroom

presences for such an

Classroom Management/Motivation

inexperienced teacher.
Students were generally on
task and actively took
worthwhile notes. One
student had a headphone
in, but was still on task.
Wondering: Is this worth
challenging? Every day we
face these mini dilemmas,
having strong ground
rules is key.

Provides consistent support and encouragement Y

to students.

Sets clear expectations for students.

Acknowledges
students
answers and is showing
growth in this area.

Yes, his tone and approach

models rigor and sets a
high bar, which the
students aspire to meeting

Provides a classroom that is a safe environment Y

for learning for all students.

Yes, also encouraged the

deployment of desks to
good effect.

Assessment
Monitors and provides feedback to students Y

Uses students points and

throughout the lesson.

Uses his mastery of content

to use this as a jumping off
point for deeper discussion.
Coaxed the students towards
desired outcome.

Utilizes, when appropriate, pre- and post- Y

assessment to assess student growth &
improvement.

Brainstorming at the outset

provided a strong indicator
of the level of knowledge in
the classroom.
Used the What I know,
What I want to know sheets
at the beginning and the end.

Utilizes a variety of assessment strategies Y

throughout instruction and bases assessments on
course goals/objectives and standards.

Symbols:

Y = Yes

S = To Some Extent

The bubble maps provided

a concrete outcome which
could then be used to assess
the students progress.
These were collected at the
end. Wondering: How does
one grade this type of
work. A completion grade
or more rigorously assessed
with a rubric. Perhaps the
former is more logical
considering the genuine
effort
made
by
all
concerned.
GOOD
LESSON.

N = No

N/0 = Not observed