Lesson Observation Log

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LessonObservation Log

20thMarch 2017

ObservationLog Sheet

Touro

School:

31/10/16 Class: English 11 Grade: 11

English

Type of Class: Special Education

Lesson Topic: Classroom Climate

Cooperating Teacher:

Learning Objective: Students are to understand the importance of having a safe classroom climate by promoting good class behaviors among other aspects that enhance reliable learning environment.

Applicable Common Core Learning Standard: Students are aware of the class environment as per CCSS implementation.

Link with Prior Knowledge: The classroom has its existing norms which will be used to tap into the knowledge of various behaviors and their outcomes. The students can tell how various behaviors influence their attention and concentration in classes.

Key Vocabulary: Classroom Climate

Materials: Poster sheets for the students , poster Makers, and Alphabet Sheets for a contest as well as the Education Act printout for the teacher and students

Motivation: Giving the students the responsibilities of creating and maintaining safe classroom climate by negotiating the terms and repercussions.

Lesson Plan Procedures: Start by discussing the importance of safe classroom climate and seeking response from different learners. Applying different styles to solve questions either in pairs or researching. The following questions will be asked

  1. How do personal feelings affect the safety of the classroom?

  2. Are there physical safety problems that can be part of this class?

  3. How would these problems affect your emotional state?

  4. How would classroom safety influence student’s performance?

  5. Who has the responsibility to ensure safe classroom climate?

From here, the student will receive the Education Act where they will read their rights and commitments. They will also listen to the teacher’s highlights from the teacher’s copy. The students will then be arranged in groups of 4 where they will identify the three vital things in ensuring the safety. The task should take about 10 minutes.

Media Summary: The student should understand and respect the classroom by obeying the institutional regulations. They must know the importance of safe classroom climate and participate in endorsing the regulations made by the institution and Education Act. They should be taught by their educator in a clear way.

Differentiated Instruction: The educator must deliver different instructions to students with different abilities where some can draw as others write. In this case, the students with writing difficulties will use drawings to express their perspectives. The posters will be given to these learners for drawing.

Opportunities for Practice: The safety measure learnt in this case will be practiced henceforth in all the classes.

Final Summary: The students will learn the importance of ensuring and maintaining a safe classroom climate. These ideas will assist to develop their learning capabilities in other areas.

Assessment: The educator will read the responses for students at an individual and group levels. The educator will also determine if learners understand the regulations, and depict interest or commitment to the classroom climate. The teacher must address the cases that are contrary to the lesson after checking learner’s facial expressions, comments and practices.

Classroom Management: The class will be managed by promoting the safety rules taught in the class where misbehaviors will be punished accordingly as per the requirements of the Education Act.

Attention to Multicultural Issues: There will be instances of promoting multiculturalism by grouping students evenly and fairly in order to have students from different backgrounds in one group. This brings diverse ideas in the group.

Touro

School:

07/11/16 Class: Physical science Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Global warming

Cooperating Teacher:

Learning Objective: Students will understand global warming, its dynamism, measurement, and effects to human life.

Applicable Common Core Learning Standard: Understanding the processes of the atmosphere and water cycle (Neuman &amp Gambrell, 2013)

Link with Prior Knowledge: Students will understand the anomalies in environment caused by global warming.

Key Vocabulary: proxy data, IPCC, global warming, scientific collaboration

Materials: Teachers guide, student readings, worksheet, slideshow, video clip

Motivation: Global warming is an issue of interest as raised by the media. It is an area that learners will be interested to comprehend to satisfy their curiosity.

Lesson Plan Procedures:

  1. Issue the reading material about earth’s temperature

  2. Use the teachers guide to direct students on the slideshow while reviewing the key details

  3. Help the students through the information relayed by the video clip

  4. Issue the worksheets to student and use the teacher’s guide to discuss the sources and credibility on trust and sponsorship

  5. Use guided questions to introduce and complete Take a Stand activity

Media Summary: Student will comprehend the global warming issue and its effects to the human population. The video and slideshow will participate to present clear illustration on what global warming is about.

Differentiated Instruction: Students will be allowed to ask questions and seek clarifications from the educator. Student with problems will also receive personalized attention where they will be directed on filling the worksheet.

Opportunities for Practice: The students will investigate about the reports of global warming from media or internet in their next assignment.

Final Summary: This lesson will introduce a critical aspect of human survival. It will instill the knowledge and encourage the learners to fight against global warming throughout their lifetime. The practices have a chance of reducing the growth of global warming in future.

Assessment: The students will have multiple choice questions at the end of the lesson to submit before the class ends.

Classroom Management: The class will operate under a set of rule where question and inquiries will be made upon the teacher’s suggestion. There will be 3 suggestions where student will have a chance to ask questions. Students misbehaving within the classroom will be requested to leave and report to a discipline master.

Attention to Multicultural Issues: The educator will seek information input from people of different backgrounds.

Touro

School:

14/11/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: The Phase Change of Matter

Cooperating Teacher: Kelly Wilkin

Learning Objective: Students should identify the three phases of matter using ice cream.

Applicable Common Core Learning Standard: The learner can differentiate the 3 phases of matter as liquid, solid, or gas.

Link with Prior Knowledge: Students know that some solids liquefy while liquids evaporate. This knowledge will be used to enlighten them about the phases of matter in this class.

Key Vocabulary: Matter, ice cream, solid liquid, gas

Materials: Newspaper, spoons, towel, bowl, sugar, milk, ice, vanilla, pitcher, Ziploc Baggies and chocolate syrup

Motivation: It may be exciting for students to make ice cream especially when they know they will eat it at the end.

Lesson Plan Procedures:

  1. Provide the typed instructions of making ice cream to the students

  2. Read the instructions to the students as they perform the individual tasks

  3. Time the students per activity

  4. Supervise the activities

  5. Explain how the cooling works as the learners take their ice cream

Media Summary: Ice cream is a good example for solid phase of matter which arises after cooling a liquid. Student may understand well when working with something they are excited about. When eating the ice cream, they should also learn that it melts when eating.

Differentiated Instruction: For this special education class, each student will be allowed to tackle the task that he/she can accomplish. The activities will be allocated to students depending on their abilities.

Opportunities for Practice: The students will be requested to list 20 things that melt down when heated and submit the assignment during the next class.

Final Summary: The lesson will teach students the physical changes of matter from solid to liquid and vice versa. They will understand the relationship of this attribute to temperature by cooling and melting ice cream.

Assessment: The assessment will be at the end of the lesson where student will be asked whether the practical depicted a chemical of physical change.

Classroom Management: The students will raise their hands when they need clarification. They will be obliged to respect their educator.

Attention to Multicultural Issues: The groups for making the ice cream will be divided into 7 members of diverse cultures if possible.

Touro

School:

14/11/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Ecology Sustainability

Cooperating Teacher:

Learning Objective: Students will learn how to employ sustainable practices to their livelihood and reduce pollution

Applicable Common Core Learning Standard: Assessing the human population as well as its effects to the environments and ecosystem in the local areas to encourage sustainability.

Link with Prior Knowledge: It will be a solution to pollution affecting the students and other people in the society.

Key Vocabulary: Ecology, sustainability, pollution, environment, biodegradable

Materials: polythene paper, newspaper, water

Motivation: The students will have a field survey for pollution. Classes held outside the classroom usually motivate students since the avoid boredom.

Lesson Plan Procedures:

  1. Students will be asked to tell the material that degrades fast between polythene and newspaper.

  2. They will be directed to degrade the paper using water to form tiny particles of the 2 materials

  3. The student will then go out to the nearest dust post to check the most apparent paper forms.

Media Summary: Students will understand that polythene does not degrade fast like newspaper. They will note that plastic bags make the environment dirty.

Differentiated Instruction: The students will be divided into groups depending on their learning needs in order to have students will similar or close disabilities together. This will make the delivery of instructions easy.

Opportunities for Practice: Students will be ask to reduce the use of polythene bags as much as possible when purchasing goods and ensure proper disposal of polythene waste

Final Summary: This lesson will promote sustainable practices today and in future where people contribute to a healthy environment.

Assessment: The learners will be asked to list 10 facts and benefits of proper waste disposal and use of biodegradable materials.

Classroom Management: The groups will have leaders to direct the learners where the chair will make any clarifications required.

Attention to Multicultural Issues: The groups will be as diverse as possible by dividing the students by considering their backgrounds and performances.

Touro

School:

21/11/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Writing to Learn

Cooperating Teacher:

Learning Objective: Students will learn how to analyze text structures, ask questions to the author, and provide response.

Applicable Common Core Learning Standard: Reading and writing standard 1 and 4 on use of comprehension and thinking skills.

Link with Prior Knowledge: The students will expand their reading and writing skills to making responses and inquiries to the author.

Key Vocabulary: Comprehension, research

Materials: science textbook, pen, journal

Motivation: Students will work in groups of 4 students with mixed abilities

Lesson Plan Procedures:

  1. The educator picks a portion of an interesting text.

  2. The educator makes poses to encourage conversation and deep understanding

  3. Introduce a controversy by asking questions about the text

  4. Model a solution for the controversy

  5. Make 3 new questions and ask the students to deliberate and answer them from the text

  6. Let group representatives make inquiries from other groups for unanswered questions

Media Summary: Student will commence their research practice by developing curiosity for unexplained issues. They should be able to ask questions for things that an author has not explained.

Differentiated Instruction: This lesson will require graphic organizers for some students for need information.

Opportunities for Practice: This task can be used while reading journals by asking and answering questions relating to a text.

Final Summary:

Assessment: The teacher will assess the discussion quality and read written responses to determine the level of engagement as well as their understanding.

Classroom Management: The student will be required to respect each other and focus of the objectives and goal of the class.

Attention to Multicultural Issues: Groups will be diverse across cultural divide.

Touro

School:

28/11/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Climate Change

Cooperating Teacher:

Learning Objective: Students will know the targeted reductions of carbon emission and strategies to meet them. They will understand the role of government in reaching these targets

Applicable Common Core Learning Standard:

Link with Prior Knowledge: The student will explain what they understand by climate change and point out the various instances when climate changed in the past.

Key Vocabulary: cap and trade, carbon tax, bio-fuel, carbon storage, energy efficiency

Materials: slideshow, handout, wedge worksheets

Motivation: teaching will incorporate activities to break monotony in teaching.

Lesson Plan:

  1. Students take notes from the first three slides for thirty-five minutes

  2. Assist students on Wedges worksheet from the previous lesson

  3. Allow the groups to make presentations

Media Summary: Although climate change may appear common to some students, there are many factors that affect climate change that student will need to understand. The need practical activities and experiences to identify the climatic conditions on daily basis.

Differentiated Instruction: The struggling learners will seek assistance from the educator and fellow student.

Opportunities for Practice: The students can practice creating the wedge at home.

Final Summary: This lesson will allow the learner to understand the factors leading to climate changes and work as groups to form wedge.

Assessment: formative and summative evaluation by working in groups and testing at end of lesson

Classroom Management: The students will be directed to respect their group leader who will seek assistance from the teacher where needs in making the wedge and answering questions.

Attention to Multicultural Issues: The groups will be culturally diverse.

Touro

School:

05/12/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Gum Composition

Cooperating Teacher:

Learning Objective: The learners will be able to determine the percentage composition of a compound.

Applicable Common Core Learning Standard: The Course of Study for Chemistry 2.020

Link with Prior Knowledge: Students know at least one component of the gum, but do they know all the components of the gum. The link can be made using other things too by showing that they are composed of many elements.

Key Vocabulary: Gum, percent composition

Materials: gum

Motivation: It will be easier to direct the students on using the chewing gum on the practice as most of them will be conversant with it. They will also enjoy the chewing part.

Lesson Plan Procedures:

  1. The educator defines the percent composition and gives the formula to calculate it.

  2. Launch an independent practice for all students to try using the formula while assisting some students to comprehend the activity

  3. Use chewing gum to calculate the percent composition as a lab activity

  4. The gums are weighed together

  5. They are then distributed to the students who chew them for 5 minutes

  6. The gums are returned and weighed again

  7. The formulae is used to calculate the components mass

Media Summary: This task will determine the composition of the chewing gum. It will be an enjoying task for the class where all the learners participate individually and in groups.

Differentiated Instruction: The students with difficulties meeting the requirements will be assisted by fellow students and the instructor with supervise to offer any extra assistance required.

Opportunities for Practice: The students can find the percent composition of other things at home or during their free time.

Final Summary: The calculation for percent composition will trigger the sense of components in all objects. Students can text for amount of water in soil, fruit, and plants among other things in future.

Assessment: The students will submit their calculations using the group data to find answers.

Classroom Management: The students will be guided by the educator all through the activity and the inquiries will have time at intervals of 5 minutes.

Attention to Multicultural Issues: The groups will incorporate students at all levels of performance and cultural backgrounds. The instructor will inquire about the types of gums chewed by people from their background.

Touro

School:

09/12/16 Class: Grade: 11

Science

Type of Class: Special Education

Lesson Topic: Cell Organelles

Cooperating Teacher:

Learning Objective: The learners will understand the roles of organelles.

Applicable Common Core Learning Standard:

Link with Prior Knowledge: Students will use a bicycle to understand how it works with its parts. This knowledge will then be directed to the cell and its organelles.

Key Vocabulary: Organelles, Mitochondria, Nucleus, Lysosomes, Chloroplast

Materials: Worksheet

Motivation: The students will use a common thing to understand the concept which will be related to organelles of a cell. They will also be given assignments to improve their understanding and research on the lesson.

Lesson Plan Procedures:

  1. The students will sketch a bicycle and label it parts

  2. They will then draw a cell and label it

  3. They will write the roles of each organelle drawn.

Media Summary: Students are to understand that a cell functions in a similar way like a bicycle where parts work together to produce an effect.

Differentiated Instruction: The students who are not able to draw a bicycle will be directed using its image on a display. The teacher will offer personal help where a student does not perceive the instructions in order to render specialized directions.

Opportunities for Practice: the students will be given an assignment to arrange all the cell organelles in order and write their roles against their names.

Final Summary: Cell organelles work together to keep a cell functional and healthy.

Assessment: The students will submit their calculations using the group data to find answers.

Classroom Management: The students will be required to pay attention as the educator directs and respect all class members. They will raise their hands to make inquiries to the educator. They will also be required to seek permission if they need to go out of class.

Attention to Multicultural Issues: The groups will incorporate students at all levels of performance and cultural backgrounds.

Reference

Neuman,S. &amp Gambrell, L. (2013). Qualityreading instruction in the age of common core standards.Newark, Del: international reading association.