From: Jeremiah Duffy <jduffy@lexrich5.

org>
Subject: Fwd: CM: Kaaren Hampton observed Kaaren Hampton Testing
Teacher
Date: February 26, 2016 at 10:22:20 AM EST
To: emery.ma.chisholm@gmail.com
here you go
I would probably keep this for your records.

---------- Forwarded message ---------From: Kaaren Hampton <khampton@lexrich5.org>

Date: Fri, Feb 26, 2016 at 9:28 AM
Subject: CM: Kaaren Hampton observed Kaaren Hampton Testing Teacher
To: khampton@lexrich5.org, Jeremiah Duffy <jduffy@lexrich5.org>

Mr. Duffy,
Please share with Mr. Chisholm.
Thank you for allowing me to come in
today! What an awesome lesson for
freshman based on their requests
and needs.
Observation Complete!
Friday, February 26 2016, 8:28:29 AM

Observer: Kaaren Hampton

Teacher: Kaaren Hampton Testing Teacher
Template: Revised Lex5 Secondary (Effective
8/19/15)
At A First Glance

Entry Time: Beginning

Learning Target/Essential Question/Focus Question for
the Day:: How important is our court system in bringing
change to our country?
Are the learning intentions clear?: Yes
Students on Task: All
Inserting a picture:
Agenda/Notes: A Walk from Plessy to Brown Jim Crow
Scavenger Hunt Lesson Plan provided

Instructional Strategies

Activating Prior Knowledge: Yes

Explicit Direct Instruction:
-Defines clear learning intentions
-States explicit success criteria
-Builds commitment and engagement in the learning task
-Presentation of the lesson
Formative Evaluation/Feedback: Yes
Questioning: Yes
Cooperative Learning: Yes

Summarizing and Notetaking: Yes

Instructional Activities

Students are engaged in...:

-Discussion
-Listening/Responding
-Receiving information (lecture, video clip, etc)
The students are configured for learning...:
-Interactive Pairs/Trios

Technology Integration/Incorporation

Technology used..: Yes

The teacher is...:
-Delivering presentations with graphics and sound
-Presenting information visually
The students are...:
-Researching and discerning reliable information from
credible sources
-Managing time & organizing work in digital environments

Rigor/Relevance
The questions asked or student activities are at the
following level(s)...:
-DOK Level 1: Recall and Reproduce
-DOK Level 2: Skills and Concepts
-DOK Level 3: Strategic Thinking
The lesson content is presented with...:
-Knowledge in subject area

Notes: The rigor of this lesson was increased when

students were permitted to research on their own about the
court cases chosen for them to explore. The students clearly
appreciated a none direct instruction lesson. It could have
been an easy go to to just lecture for 90 minutes but you
took the time to design a lesson that was engaging,
permitted movement, and encouraged the use of technology.
The facilitation of the lesson was well executed and followed
through.

Learning Conditions

Environment Promotes Learning: Evident

Student/Teacher Interaction: Evident
Transitions/Routines/Procedures: Evident
Classroom Management: Evident
Notes: Great job with device management and extraneous
talking outside of the class discussion.

Instructional Feedback
Is feedback given?: Yes
The feedback given is...:
-General
-Clarifying
-Reinforcing
Notes: The feedback provided to students was clear,
focused, and intentional to each group. You were specific
with addressing needs and questions. The time you spent
with the group in the front was remarkable; you even asked

the one student to be sure he shared with his group. Even in

a group setting, the individual needs of students were being
met. You were consistent with terminology that you wanted
them to know and would see later. Additionally, your
feedback was based on monitoring the learning and
conversation going on in the room; you had your finger on
the pulse of comprehension.

Assessment
The assessment strategies being used by the teacher
is/are...:
-Formative
-Entrance/Exit Slips
-Graphic Organizers
Notes: Think about, for future use, a small group rubric.
With this lesson, you could choose to offer points as a group
for participation. This way students are aware and cognizant
of the expectations of teamwork and what their work can
amount to or not. A small group rubric holds students and
their team members accountable for their participation and
production. If you need a sample of one, let me know. We
have developed one for algebra that we could modify for
your use. And, of course, there are plenty out on the Internet.

Lesson Closure (Debrief)

Lesson Closure: Not Applicable
Inserting a photo:

Observation Notes: Thank you for allowing me to sit in on

your class today; you prepared an awesome lesson for 9th
grade students ! Let me explain why I say that. First, the
classroom was set-up and ready to go when students walked
into class. It was obvious you were ready for them to learn
and when it is clear from the moment they walk in the door
you are already winning and working towards a successful
class. Second, your lesson was well planned, thorough, and
standards focused. But most importantly, your lesson was
engaging and student centered. They were able to move
around, discuss the court cases based on researched
conducted using technology, and they were permitted to
work through the discussion on their own. You allowed from
some productive struggle by having the students research
the court cases and then have a discussion (with a graphic
organizer to guide their thinking) about it as a team. Also,
what worked was you summed up their research with a
whole group discussion that you facilitated solidifying their
thinking. Here are a few items to think about for future
teaching and planning: - Open with learning targets for the
day - what you will learn today - Use a timer for activities that
students can see and hear. Consider a smart board timer or
one on your device that students can hear when time is up. After the class completed finding their cases and completed
their research have them do a carousel walk of other teams
who have like cases. This would be another level of
conversation. Consider it like a "corporate meeting" to collect
further information or share what they have learned. - Think

about team participation - small group participation - so two

or three students don't dominate the conversation. Now, this
practice takes a while to implement, but you could create
team names or use Popsicle sticks with team names and call
on them. - Consider a creating a Google classroom for
presentations etc

Sent from my iPad

-Jeremy Duffy

Social Studies Department

Assistant Baseball Coach
Key Club Advisor
Irmo High School International School for the Arts
We Build Bright Futures