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Observation Activities

Written byPamela Esprívalo Harrell & Sarah Taylor

Copyright 2010

Organizing Physical Space – Activity 1

Organizing physical space is an important element of a “Classroom Environment that Promotes Equity, Excellence, and Learning (TxBESS Cluster 2e). Visit three classrooms in your certification area.

Observation Assignment:

1. Answer the following ten questions for each classroom.

1

© 2010 Pamela Esprivalo Harrell and Sarah Taylor. All rights Reserved.

a. Describe the seating chart arrangement for the rooms of three teachers. How does this arrangement facilitate movement of individuals?

The desks are arranged so that there are rows on the right (five rows of four) and left (five rows of three) walls, facing the center of the room. The aisle between the desks allows easy movement in and out of the classroom and between desks. The teacher’s desk is on the right side of the room between the board and the students’ desks facing the class.

Desks are arranged in clusters of seven throughout the room. The teacher’s desk is on the right side of the room, facing the class. There is plenty of space to move in the class around the group clusters.

There are groups of students facing the center on both sides of the room with a group in the middle facing forward. The walking spaces between rows are narrow. There is a significant amount of empty space at the front of the room, so the door is accessible after the students leave their rows. The teacher’s desk is near the center of the room, next to the board, facing the door.

b. How does the room arrangement facilitate safety? The room arrangement facilitates safety by allowing ease of access to the center of the room and door, which will ensure students have plenty of room to walk if evacuation is necessary for fire drills or emergencies. Since all of the desks face the center of the room, all students can focus on the instructor at the front of the room and as she moves through the room, which creates a comfortable environment conducive to learning.

The path to the door is narrow because there is a small table between the teacher’s desk and the wall, which may hinder exiting, especially in an emergency. The way the desks are set up in groups creates a comfortable learning environment.

The narrow walking space between the student rows could hinder a necessary evacuation. The way the groups of rows are spaced makes the room feel cramped, which could interfere with learning.

c. Are chairs and desks appropriate for the size of the students? Why or why not?The students present seem to fit into their desks although they may not be comfortable to everyone because the chair is connected to the table portion of the desk.

The students present seem to fit into their desks although they may not be comfortable to everyone because the chair is connected to the table portion of the desk.

The students present seem to fit into their desks although they may not be comfortable to everyone because the chair is connected to the table portion of the desk.

d. What is the total number of students in the classroom? Evaluate the appropriateness of total number of students for the physical space.

There are 25 students, which seems appropriate for the size of the room. The room arrangement allows easy movement through the room, and there are extra desks.

There are 25 students. There is extra space in the back and right side of the room, which could be used to allow more space between the group clusters, but the room is large enough to accommodate all the students.

There are 29 students. There is enough room in the classroom to accommodate all the students, but the arrangement of the room makes the room seem inadequately sized.

e. Is the temperature of the room conducive to learning?The room is a comfortable temperature that should not be distracting to learning.

The room is a comfortable temperature that should not be distracting to learning.

The room is a comfortable temperature that should not be distracting to learning.

f. Is the lighting in the room sufficient for ease of reading?The lighting is appropriate for easy reading.

The lighting is appropriate for easy reading.

The lighting is appropriate for easy reading.

g. Is written information on the board legible and easily seen from the back of the classroom?Yes

The writing is legible but small enough so that it is difficult to see from the back of the room.

The writing is large and clear from a distance.

h. List evidences of subject content artifacts in the room (e.g., bulletin board, models, and posters). Book posters 2 boards Examples of mapping webs Student work Bulletin board Bookshelf

Literary device wall 2 boards Bulletin board Book posters Shelves

2 boards

Book posters Author posters Examples of mapping webs Bulletin board

Bookshelf

i. List audiovisual and other technological resources available in the classroom. Where are they located? Evaluate the location of these resources for ease of use.

Projector and screen at the front of the room, which is easy for students to see. Students have individual laptops, which are readily available to read from.

Projector and screen at the front of the room, which is easy to see, but some students are facing away from the front because of the group clusters.

Projector and screen at the front of the room, which is easy to see. Students have individual laptops, which are readily available to read from.

j. List evidences of procedures which may be in place such as location of handouts, makeup-work folder, assignment box for completed assignments, etc.

There is a color-coded assignment box at the front of the room. There is a hall pass on the table next to the assignment box at the front of the room.

Make-up work folder on a counter at the back of the room. Assignment box at the front of the room.

Assignment box with period labels at the front of the room.

2. Write a 250-word essay to compare and contrast the three physical spaces. Write a rationale that includes considerations for the physical space in your future classroom.

Each teacher had a different classroom arrangement. Teacher one and teacher three had similar desk groupings, but the spacing in teacher one’s classroom was superior to the spacing in teacher three’s room with spacing and comfort level because teacher three’s seating arrangement was cramped. Teacher two had a cluster of groups rather than sections of rows, which allowed more room for students to move than in teacher three’s room but had disadvantages in walking room compared to teacher one’s room.

All the teachers had the same types of desks, which have a chair connected to the table portion, allowing no possibility for adjustment. The majority of students can fit in these desks; however, some students may find the desks uncomfortable, which would distract from learning. The desks also do not provide much functionality for disabled students.

Teacher one and teacher three both use appropriately sized and legible writing on the board. Teacher two should write larger so that students seared in all parts of the room can see expectations and assignments.

I prefer the set-up in teacher one’s room over all out of these three room arrangements. The rows allow enough space for movement and comfort, which are attributes I would like to employ in my future classroom arrangement. I would alternate the arrangement to include group bunches for easy pair and small group work. I would put the desks in sets of four with desks along the back, left, and right walls all facing the center of the room. I think the group arrangement would facilitate student focus while promoting ease of transition into partnered work and create a comfortable space.

Managing Classroom Procedures – Activity 2

Managing Classroom Procedures is essential to a smooth running classroom that maximizes instructional time. Classroom procedures are predictable and embedded transparently in the classroom environment. Like the Mr. Rogers show for children, classroom procedures must be predictable. For example, Mr. Rogers enters the room, walks down the stairs, retrieves his sweater and shoes from the closet, sits down on the bench, takes his shoes off, puts his new shoes on, and puts his sweater on and buttons it up. Similarly, the teacher’s classroom procedures should be predictable and conserve precious time for the learning process (TxBESS Cluster 2c). Managing Classroom Procedures includes elements such as managing transitions for materials, supplies, and unexpected external factors. Visit a classroom in your certification area to:

Assignment:Use Data Table 1 to record the type and number of transitions which occur during a class period for three different teachers. Use Column 4 (Transition Efficiency) to categorize each transition as either “0” for low efficiency or “1” for high efficiency. Identify at least three classroom procedures that will gain classroom instructional time.

Minimizing Transition Frequency and Time (Teacher 1)Data Table 1a

Column 1Transition Type

Column 2 Frequency

Column 3 Length of Transition

Column 4 Transition Efficiency

Bell rings 2 A few seconds 1

Bell ringer activity N/A

Attendance 1 30 seconds 1

Collection of assignments N/A

Makeup work for students who were absent N/A

Distributes student lesson materials (may occur multiple times during instructional day)

1 30 seconds 1

Teacher begins lesson for the day 1 30 seconds 1

Unplanned interruptions (e.g., a student is called out of the room by the counselor, principal, or parent; phone call; announcements, fire drill, bomb threat)

N/A

Students form corporative groups or move to laboratory N/A

Debriefing (e.g., small or large group discussion) 1 55 minutes 1

Distributes assessment materials to students (e.g., quiz, test, journal)

N/A

Closure of lesson and clean up of materials 1 10 minutes 1

Bell rings – dismissal 1 A few seconds 1

Special Education Student goes to content mastery lab N/A

Other type of transition (rearranging desks into a circle) 1 1 minute 1

Minimizing Transition Frequency and Time (Teacher 2)

Data Table 1b


Column 2 Frequency




Bell ringer activity 1 5 minutes 0

Attendance N/A

Collection of assignments N/A



1 30 seconds 1

Teacher begins lesson for the day 1 30 seconds 1


N/A


Debriefing (e.g., small or large group discussion) N/A


N/A

Closure of lesson and clean up of materials N/A



Other type of transition N/A

Minimizing Transition Frequency and Time (Teacher 3)

Data Table 1c


Column 2 Frequency




Bell ringer activity 1 5 minutes 1

Attendance 1 3 minutes 1

Collection of assignments 1 1 minute 1



1 30 seconds 1

Teacher begins lesson for the day 1 2 minutes 1


1 A few seconds 1


Debriefing (e.g., small or large group discussion) 1 1 minute 1


1 30 seconds 1

Closure of lesson and clean-up of materials 1 1 minute 1



Other type of transition N/A

1. One teacher was using the period as a catch-up day, which meant some students had tasks to do while others did not. If more organization was used in designating what each student should be doing, there would be a much smaller risk for distractions. Allowing the students to work on whatever assignments they need to finish up on might be acceptable for a portion of a class period, but taking the whole day meant that students who were caught up on their assignments had no purpose, which is a waste of time and their presence in the classroom.

2. Speeding up the process of completing bellringers could gain more instruction time.3. Two of the teachers wrapped up their lessons a few minutes before the period ended. Using this time to

show students a video or engaging in some other short activity related to the lesson could help make use of this wasted time.

Managing Student Behavior – Activity 3

Managing Student behavior is a fundamental skill which must be mastered in order for student to acquire the Texas Essential Knowledge and Skills for the subject taught (TxBESS Cluster 2d). Managing Student Behavior includes expectations, monitoring of student behavior, and response to student behavior. Completing this assignment will require three separate classroom observations (e.g., 3 separate days). Visit a classroom in your certification area.

Assignment:View the school district student handbook on rules and procedures (code of conduct) and the classroom teacher’s discipline plan. Search both district and campus procedures. Answer the following pre-observation questions to compare and contrast the school district and classroom teacher’s rules for student behavior in the classroom. Next, complete the observation assignments for Part 1, Part 2, and Part 3.

Pre-observation Assignment:

1. How do you account for the difference in the scope of these two documents?

The district plan must be strict and detail the legal ramifications of misconduct so that students and parents have a resource to know what is expected of them. However, a teacher may make variations in their discipline plan to promote compliance within their classroom. A teacher might find the strictness of some district rules causes more tension in the classroom than necessary, so they make changes in their own rules to alleviate that.

2. Provide an example for each level of the school district discipline hierarchy.

Discipline may range from a warning, written or verbal, to expulsion or legal consequences. These various disciplinary actions may be given by the teacher in the classroom (verbal/written warning, time-out, confiscation of items, rewards or demerits, or behavioral contracts) or happen with the teacher outside of class (parent conferences and detention), an administrator or other staff (counseling, office referrals, suspension), or take the student out of school with alternate placement, expulsion, or legal consequences.

3. If available, provide an example for each level for the teacher’s discipline plan.

The teacher will begin with in-classroom consequences like a warning. If the student does not heed the first warning the teacher will enact more serious consequences. For example, if the student is using their phone in class and would not put it away, the teacher would take the item up. If the behavior persists, the teacher would move on to consequences like detention or office referrals depending on the infraction. More serious behaviors would warrant the teacher bringing the student’s behavior to the attention of an administrator.

4. To what extent does the teacher discipline hierarchy match the school district discipline hierarchy? Why are they different?

The teacher discipline hierarchy and the district discipline hierarchy match well. The only differences being that the teacher may choose to offer more leniency in the beginning stages of punishment by providing multiple warnings before moving on to more serious consequences.

5. List at least five unsatisfactory general student behaviors the teacher’s discipline plan is expected to remedy.

Distracting behavior such as talking out of turn Misuse of electronic devices Tardiness Getting off-task Skipping

6. Describe major student behaviors which warrant immediate suspension.

District policy states that a student may be suspended for any behavior listed as a general conduct violation, a violation that warrants alternate placement, or an expellable offense, but before suspension is assigned, self-defense, intent at the time of infraction, the student’s disciplinary history, and disability will be considered.

7. Describe major student behaviors which warrant immediate expulsion.

A student may be expelled for:

Engaging in the following, no matter where it takes place: o Conduct that contains the elements of assault under Penal Code 22.01(a)(1) in retaliation against a

school employee or volunteer. o Criminal mischief, if punishable as a felony.

Engaging in conduct that contains the elements of one of the following offenses against another student, without regard to where the conduct occurs:

o Aggravated assault. o Sexual assault. o Aggravated sexual assault. o Murder. o Capital murder. o Criminal attempt to commit murder or capital murder.

o Aggravated robbery. o Breach of computer security. o Engaging in conduct relating to a false alarm or report (including a bomb threat) or a terroristic

threat involving a public school.

A student may be expelled for committing any of the following offenses on or within 300 feet of school property, as measured from any point on the school’s real property boundary line, or while attending a school-sponsored or school-related activity on or off school property:

Selling, giving, or delivering to another person, or possessing, using, or being under the influence of marijuana, a controlled substance, or a dangerous drug, if the conduct is not punishable as a felony.

8. What legal consequences might occur for a teacher who creates a different code of conduct than that of the school district or campus?

If a teacher neglects to include some district policies in their classroom and a student violates one of the codes of conduct with legal ramifications, the teacher may be held accountable for the legal consequences, which will likely lead to the loss of their job.

Teacher Discipline Plan:1. Respect your teacher, classmates, and yourself2. Be prepared to learn and work hard when the bell rings (bring your supplies and be in your seat)3. Keep your work area neat4. There will be no food, drinks (other than bottled water), or gum in the classroom at any time5. Abide by school policy

Observation Assignment Part 1:

1. Use the teacher’s discipline plan and Data Table 2 to script student behavior infractions which occur during a class period. If the teacher’s discipline plan does not employ a numbering system, then number each element of the plan. Use the numbering system on the discipline plan to identify on Data Table 2 which misbehavior occurred.

-student uses curse word-class talking out of turn-student came in tardy-class talking during a quiz-student using computer off-task

-students talking out of turn-student comes in tardy-students talking during quiz

-student had phone out-students had computer out without permission-students talking

-students sleeping-student wearing headphones

2. For each unsatisfactory student behavior, indicate whether or not the teacher responds and follows (or does not follow) the teacher’s discipline plan.

For each behavior the teacher follows the discipline plan.




1. Use the teacher’s discipline plan and script student behavior infractions which occur during a class period.



-student had phone out-students had computer out without permission-students talking-students sleeping-student wearing headphones

2. If a teacher ignores student misbehavior, is it for one student or more than student at a time?

The teacher does not ignore student misbehavior.

The teacher does not ignore student misbehavior.

The teacher ignores a misbehavior by a single student (wearing headphones) and a misbehavior by multiple students (sleeping).

3. For each student misbehavior, indicate whether or not the teacher restates the student expectation.

The teacher restates expectations for all misbehaviors.

The teacher restates expectations for all misbehaviors.

The teacher restates expectations for all misbehaviors except for those that are ignored.

4. For each student misbehavior does the teacher redirect the student toward appropriate behavior?

The teacher redirects all misbehaviors.

The teacher redirects all misbehaviors.

The teacher redirects all misbehaviors except for those ignored.

5. How does the teacher reinforce good behavior?The teacher does not reinforce good behavior.

The teacher does not reinforce good behavior.

The teacher does not reinforce good behavior.


1. Use the teacher’s discipline plan and script student behavior infractions which occur during a class period.



-student had phone out-students had computer out without permission-students talking-students sleeping-student wearing headphones

2. What strategies does the teacher use to manage individual behavior?

The teacher manages all behavior with verbal warnings.


The teacher manages all behaviors with verbal warnings.

3. What strategies does the teacher use to manage group behavior?



The teacher manages group behavior with either verbal warnings or a hand cue.

Part 1 (Teacher 1) Data Table 2

Script student behavior infraction

Indicate whether or not the teacher follows the classroom discipline plan

(yes or no response)

Misbehavior number on classroom discipline plan (record number from classroom discipline plan)

student uses curse word yes 1class talking out of turn yes 1student came in tardy yes 1class talking during quiz yes 1student using computer off-task yes 1

Following the Classroom Discipline PlanPart 1 (Teacher 2) Data Table 2


Indicate whether or not the teacher follows the classroom discipline plan

(yes or no response)

Misbehavior number on classroom discipline plan (record number from classroom discipline plan)

students talking out of turn

yes 1

student comes in tardy

yes 1

students talking during quiz

yes 1


Script student Indicate whether or not the teacher Misbehavior number on classroom

behavior infraction follows the classroom discipline plan (yes or no response)

discipline plan (record number from classroom discipline plan)

student had phone out yes 1students had computer out without permission

yes 1

students talking yes 1students sleeping yes 1student wearing headphones

yes 1


Script student

behavior infraction

Ignores student misbehavior. (One student or more than one student?) Indicate yes or no.

Restates the expectation from the classroom discipline plan. Indicate yes or

no.

Redirects student misbehavior.

Indicates yes or no.

Reinforces positive behavior (describe)

student uses curse word

Single student,no

yes yes N/A

class talking out of turn

Whole class, no yes yes N/A

student came in tardy

Single student,no

yes yes N/A

class talking during quiz


student using computer off-task

Single student, no yes yes N/A


Script student

behavior infraction

Ignores student misbehavior. (One student or more than one student?) Indicate



Indicates yes or

Reinforces positive behavior

yes or no. no. no. (describe)

students talking out of turn


student comes in tardy


students talking during quiz


Following the Classroom Discipline Plan



Ignores student misbehavior. (One student or more than one student?) Indicate yes or no.


no.


Indicates yes or no.

Reinforces positive behavior (describe)

student had phone out


students had computer out without permission

Multiple students, no yes yes N/A

students talking Whole class, no yes yes N/A

students sleeping

Multiple students, yes no no N/A

student wearing headphones

Single student, yes no no N/A



Strategies to manages individual behavior (describe)

Strategies to manages group behavior (describe)

student uses curse word verbal warningclass talking out of turn verbal warningstudent came in tardy verbal warningclass talking during quiz verbal warningstudent using computer off-task

verbal warning

Following the Classroom Discipline Plan





students talking out of turn verbal warningstudent comes in tardy verbal warningstudents talking during quiz verbal warning





student had phone out verbal warningstudents had computer out without permission

verbal warning

students talking hand cuestudents sleeping N/A (behavior ignored)student wearing headphones N/A (behavior ignored)

Creating an Environment of Rapport and Respect – Activity 4

Creating an Environment of Rapport and Respect is integral to the learning process (TxBESS Cluster 2a). Various types of interactions occur in a typical classroom. Visit a classroom in your certification area to:


The objective of this activity is to observe various types of instruction in different classrooms. Types of instruction may include the following: lecture, lecture demonstration, laboratory, discussion, student presentation, etc.

1. Visit three different classrooms. For each classroom, use a Data Table from 5a-5c to tally the nature of classroom interactions (who is interacting with whom) during different parts of the period. Record the data over one class period for each of the three different teachers you observe. Use the data to write a 150-word analysis about the appropriateness of the number of interactions for the type of interaction(s) occurring.

During the period of observation, teacher one taught a discussion lesson. At the beginning of the period, there are fewer interactions than in the middle of the period because the time was used for bellwork, announcements, and introductory activities. It is appropriate that there are more interaction initiated to the teacher by the students at the beginning of the period because she invited questions before than began their discussion. Student to student interactions picked up at the end of the first fifteen minute period as the discussion began. During the discussion, the teacher acts as a moderator, posing questions and guiding the discussion. Students answer the teacher’s questions and engage with one another’s comments. With this discussion format in mind, it makes sense that there are many teacher initiated interactions with fewer, but substantial, student interactions. In the last fifteen minutes of the period, the teacher wraps up the discussion, so it is appropriate for student responses to occur less often.

During the first fifteen minutes of the period, teacher two makes announcements, gives bellwork, and informs students they will be having a quiz. The number of teacher to student interactions is appropriate because teacher two is giving instructions. The two instances of silence in the first fifteen minute period were or the bellwork and the quiz. In the middle fifteen minutes of the period, the class began reading the play aloud. Five students were assigned the different character that appeared in the act of the play to be covered and read those parts to the class. The teacher paused the reading of the play when it was necessary to explain terminology and to make brief summarizations in order to check student comprehension, so the number of teacher initiated interactions during the middle of the period were appropriate. In the last fifteen minutes, teacher two ended the reading time and wrapped up the lesson by asking students questions about what they read. Two students asked questions about confusing parts of the text.

The interactions during the first fifteen minutes of the period were appropriate because the teacher made announcements, gave bellwork, provided instructions for group work, and allowed students to ask

questions. At the end of the first fifteen minute period, students began their group work, which required them to interact with each other. In the middle fifteen minute period, students were engaged in their group work assignment and discussions, which allowed for numerous, significant interactions between students. The teacher walked around the room to monitor the groups, making inquiries and comments when necessary. During the last fifteen minute period, the teacher showed students a few clips from the movie version of the book they are reading. The teacher paused at various points in the clips to add explanations and ask questions in order to ensure students were paying attention to the video and understanding the meaning of the events portrayed. One student asked a question about the movie.


The objective of this activity is to observe gender bias (if any) in the classroom. You will visit three different classrooms, three different times, and complete Data Tables 5d-5e. Please note, one of these visits can occur at the same time as the visit for Part 1 (see suggested time table). After completing Data Tables 5d-5e, answer the following questions:

1. Record comments that suggest gender-role stereotyping (e.g., girls have good verbal skills)

No comments that suggest gender-role stereotyping occurred.



2. Document tasks assigned to students according to gender.

No tasks were assigned based on gender.



3. Record use of sexist language in the classroom or on written materials.

No sexist language was used.



4. Use the data tables to make inferences about the equal treatment of females and males in the classroom. Are all student treated equally? Why or why not? What effect might this have on learning?

The students are treated equally. Girls provided slightly more frequent responses, but this is likely because there were more girls present in class during the observed period. Maintaining a balance in the way the genders are called upon and responded to will promote an inclusive learning environment, which will make students feel more comfortable in the classroom and allow all students to feel valued.

Boys have an average between one and two more interactions per period, which is fairly equal. The higher frequency of responses from boys is due to the much higher number (at least twice as many) of boys in the class than girls. Making an effort to include girls in a classroom populated with a large number of boys will help to ensure that female students are valued in the classroom and continue to participate.

All students are treated equally. Male and female students averaged an equal amount of engagement in class, and the teacher does not show a preference for interacting with either gender. Showing no gender bias will promote a balanced classroom environment, which will make all students feel welcome and valued. Students that feel their presence in the class is worthwhile will be more likely to participate meaningfully.

5. Does the teacher exhibit preference patterns for gender? If so, what are they? Might the teacher be unaware of such preference patterns?

No preference pattern is exhibited.



6. If sexist language is used, what effect might this have on student learning?




Classroom Interactions – Teacher 1 Data Table 5a

TimeTeacher initiated interaction to the

student(s)

Student initiated interaction to the

teacher

Student to student interaction

Silence, nonverbal, or no interactions

0-15 minutes

4 5 5 0

16-30 minutes

16 5 7 0

31-45 minutes

5 1 2 0

Classroom Interactions – Teacher 2 Data Table 5b


student(s)


teacher



0-15 minutes

6 1 0 2

16-30 10 5 0 0

minutes

31-45 minutes

5 2 0 0

Classroom Interactions – Teacher 3 Data Table 5c


student(s)


teacher



0-15 minutes

10 4 5 0

16-30 minutes

4 0 50 0

31-45 minutes

13 1 0 0

Gender Equity – Teacher 1 Data Table 5dFemales Males

Tally Marks Tally Marks

Class # of responses

Behavior Related

Learning Related

# of responses

Behavior Related

Learning Related

1 23 1 22 22 0 22

2 6 0 6 11 1 10

3 12 0 12 4 0 4

Average 13.6 0.33 13.3 12.3 0.33 12

Gender Equity – Teacher 2 Data Table 5eFemales Males



Behavior Related

Learning Related

# of responses

Behavior Related

Learning Related

1 6 0 6 6 0 6

2 3 0 3 5 1 4

3 4 0 4 7 0 7

Average 4.3 0 4.3 6 0.33 5.6

Gender Equity – Teacher 3 Data Table 5fFemales Males



Behavior Related

Learning Related

# of responses

Behavior Related

Learning Related

1 4 0 4 0 0 0

2 4 0 4 4 0 4

3 8 0 8 12 0 12

Average 5.3 0 5.3 5.3 0 5.3

Establishing a Culture for Learning – Activity 5

Establishing a culture for learning means that there is a clear focus on learning content that is meaningful and has real world application. There are high standards set for students, and each student is expected to do their best. (TxBESS Cluster 2b). Visit a classroom in your certification area.

Assignment:

Obtain and turn in a copy of the teacher’s grading policy for the class. Answer the following pre-observation assignment questions and make inferences about the effect of the grading policy on student learning. Visit 3 teachers’ classrooms.

Pre-observation Assignment:

1. View the grade-level content TEKS for the class observation. Paste the URL where the grade-level content TEKS can be found. Start here for all grade-level content TEKS: http://www.tea.state.tx.us/index2.aspx?id=6148

2. Scroll down to “Texas Essential Knowledge and Skills by Chapter” and select your content field.

High School English Language Arts TEKS: http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.html

3. Obtain and submit a copy of the grading policy for the class. Make inferences about the importance of daily work, quizzes, laboratories, and test grades.

Grading Policy

Major grades will count as 60% of the overall six-weeks grade. Major grades can be a test, portfolio evaluation, extended projects, in-depth essays, or a series of shorter essays.

Minor grades will count as 40% of the overall six-weeks grade. Minor grades can include bell work activities, literature and vocabulary quizzes, group participation activities, class work activities, and homework activities.

Make-up work

Students are expected to make up assignments and tests after absences. Students shall receive a zero for any assignment or test not made up within the allotted time. Allotted time for students to turn in assignments following absences is equal to one day for each day of absences plus one additional day. For example, if a student is absent for 3 days, the student has 4 days (3 + 1 days) to submit assignments.

For 6th-12th graders, it is the responsibility of the student to acquire make-up work assignments.

http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.html

http://www.tea.state.tx.us/index2.aspx?id=6148

Daily work and quizzes are presented as less important as they are grouped in the section of assignments that are only worth forty percent of the students’ grade. Tests are stressed as important as they contribute to the portion of assignments worth sixty percent of the students’ grade. The use of major and minor to describe the weight of the different sections of assignments might also give the impression that some theo the work is more significant than other parts.

4. How does the grading policy positively reinforce student motivation to learn?

I think the ranking of assignments might hinder motivation for students. If they think some assignments are not important, students are unlikely to give their best effort.

5. Does the grading policy suggest appropriate rigor for the students (not too hard, not too easy)? Why or why not?

More in-depth and difficult assignments are counted with more weight, which is appropriate for senior level students who may be preparing to go to college where they will encounter similar grading policies. the number of assignment types included in the categories of major and minor grades allow for students to have some support if one type of assignment gives them difficulty without their entire grade being brought down too much. This balance between weight and number of assignments seems to create an appropriate level of difficulty.

6. Are the students able to turn in work for late credit?

Yes. Students are allowed to turn in work late under certain circumstances, which would follow the make-up work policy.

7. Are student able to redo projects or major exams?

Yes. Students can do corrections or a retest for a grade of 70.

Observation Assignment:1. Is the content Texas Essential Knowledge and Skills (TEKS) concept displayed in the room or

verbally spoken by the teacher? Write out the TEKS number and text (e.g., Science TEKS 8.7 (B) demonstrates and predicts the sequence of events in the lunar cycle).

The TEKS concept was written on the board:

Students should show mastery of plotline of Hamlet by illustrating the elements of Shakespeare. English IV 110.34 (b) (4)

The TEKS concept was written on the board:

Students understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from the text to support their understanding. English IV 110.34 (B) (5b)

No TEKS concept is displayed or verbally spoken.

2. Does the tone of the teacher suggest excitement about the content taught? Give specific examples for the tone of the teacher.

The teacher’s tone does suggest excitement about the content. She describes to the students how a student in another period volunteered to sing the part in Hamlet when Ophelia sings all her lines. She sets the scene for students to begin reading Act IV in a loud, confident voice.

The teacher’s tone is confident and clear. He introduces the idea of the Christ figure by discussing The Green Mile and John Coffey, which segues into a discussion of allusion in reference to the test they are preparing to take over drama. The teacher continues to engage students in discussion of examples as he reviews other important literary devices.

The teacher’s tone does suggest excitement about the content. The teacher speaks with a good volume and with confidence. As she gives instructions and provides students with an idea of where their work is headed, she displays a well-executed example assignment to the class and praises the student who created it, which gives students a positive example and motivation for their task. As she monitors group work, she makes checks at each station, showing interest and concentration as she engages with students.

3. Does the teacher connect meaningful real world application to the TEKS content? a. Describe the lesson content using two sentences.

Students take a quiz over scenes from Hamlet previously covered. Students read Hamlet, with character roles assigned to various individuals, aloud.

Students discuss knowledge of The Green Mile to introduce authors’ use of literary elements and devices. The teacher reviews content for the drama test student will take the next day.

Students practice editing by workshopping their essays. In groups, students visit different stations as they go through the editing process.

b. Provide examples of meaningful real world application for the lesson.

No meaningful real world applications are made in the lesson.



c. Are student attentive to the lesson? Give evidence of attentiveness or nonattentiveness (e.g., asks question, sleeping, and other task/off-task behaviors).

The students with reading parts are actively engaged. Most students are listening and reading along with the text on their laptops. Several students are off-task. One student is on the internet and another is working on a powerpoint for another class.

Most students are listening. However, a few students are off-task, using various electronic devices.

Most students are on-task. They have a checklist to go through as their groups move from station to station. Relevant discussion about the editing process is occurring. However, some groups are discussing unrelated topics. A few students are on their phones. One student has headphones in. Students ask questions as the teacher walks around the room.

4. List evidence of subject content artifacts in the room which display students’ best work. These artifacts should convey meaningful content and/or real world application.

Student work related to the content is not displayed.



Communicate Clearly and Accurately – Activity 6

The ability to communicate clearly and accurately is integral to student understanding (TxBESS Cluster 3a). Communication includes: (1) the ability to provide clear directions and procedures; (2) excellent oral communication and easily understood language reflecting correct usage while employing a rich vocabulary; (3) Legible written language; and (4) Intellectually rich interactions between the teacher and students and between the students themselves.

Assignment:Visit the classroom of three different teachers in your certification area. Use Data Table 6 to record examples about clear and accurate communication in the classroom.

Clear and Accurate Communication (Teacher 1)Data Table 6a

Communication Element Observed Example Evidence

The assignment directions are clear, concise while comprehensive, and concrete

-Group numbers and set-up are explicit-Assignment of play acts and instructions are clear

Procedures are written in a step-by-step format carefully sequenced for understanding

N/A

The teacher’s language is easily understood by the students (right level)

Yes, instructions are detailed but simple enough for verbal communication

Teacher language reflects standard English and employs a rich vocabulary.

The teacher sometimes uses casual language.

Teacher uses vivid image-building words or phrases (e.g., adjectives, simile, metaphor)

While the students are performing skits, the teacher uses directions like “action” to transition between scenes

Oral and written language uses nondiscriminatory expressions or communication which lack empathy

The teacher does not use discriminatory language and communicates with empathy

Written communications are error freeNo written communication was given during this lesson

Student prior knowledge and learning experience are sufficient to allow intellectually rich interactions

Students have already finished reading the play, so they should be able to summarize the main points from their assigned acts to reenact the scenes

Students ask for clarification-Students enquire about directions-Students ask for guidance when stuck and suggestions on how to organize

Clear and Accurate Communication (Teacher 2) Data Table 6b



The teacher provided several examples of appropriate article topics, highlighted and discussed portion of the instructions, and showed and introductory PowerPoint about how to form their article

Procedures are written in a step-by-step format carefully sequenced for understanding

A sequenced, step-by-step written handout is not provided


Instructions are detailed and informative


The teacher uses standard English and topic-related vocabulary such as “leads”


N/A



Written communications are error freeInstructions are from an official district document for the assignment


Students previously read a news article and took notes to explore and understand the format and content appropriate for their own articles

Students ask for clarification Students inquire about relevance of topic choices

Clear and Accurate Communication (Teacher 3)Data Table 6c



-The instructor explained what parts of the graphic organizer go with each image station and how they should be used-She talked through an example of their analysis before they began their group work

Procedures are written in a step-by-step format carefully sequenced for understanding A sequenced, step-by-step written handout is not provided


Instructions are detailed, informative, and provide a model for student work


-Teacher uses standard English-Teacher uses topic-related vocabulary such as “theme” and “thesis statement”


In the example during the instructions, she talked through the theme of an image with students



Written communications are error freeThe graphic organizer contains no spelling or grammar errors in the prompt


Students have previously worked with the concept of how images and graphics influence text, which will allow them to make inferences about the themes of the displayed images

Students ask for clarificationStudents ask about acceptable format for prompt based on the images

Using Questioning and Discussion Techniques - Activity 7

Questions asked in a classroom are of varying degree of difficulty. The quality or type of question asked and who is answering the question is important if student are to demonstrate their understanding of content. Some questions are fact based such as, “Who is the President of the United States” (TxBESS Cluster 3b). Some questions involve comprehension such as, “Summarize how to make a peanut butter and jelly sandwich.” Other questions are higher order thinking questions and involve the ability to draw on substantial prior knowledge about a subject. Questions that involve application, analysis, synthesis and evaluation require higher order thinking skills. Examples include, “Apply you knowledge of diet to select foods for a healthy heart” and “Evaluate a product label to reduce salt in an individual’s diet.” Additional review for categorizing questions can be obtained by examining the Bloom’s Revised Taxonomy to determine the taxonomic level for a question (see Data Table 8).

Assignment:Make observations in the classrooms for three teachers.

1. Make a list of all the questions a teacher asks in a class period. Record them verbatim. (See table below.)

2. After the observation, complete Data Table 7, “Classification of Classroom Questions”. Tally the questions to determine what percentage are low level questions (Remembering and comprehension) and which are higher order thinking questions (application, analysis, synthesis, evaluation).

The question and prompt given instruct students to create a video and apply their editing skills to format the video appropriately for a presentation. One hundred percent of the questions are higher level questions.

About thirteen percent of the questions asked during this lesson were high level questions, which leaves eighty-seven percent of questions to fall in the category of low level questions.

Around sixty-three percent of the questions asked during this lesson were high level questions, which leaves thirty-seven percent of questions to fall into the category of low level questions.

3. Examine the TEKS for the concept taught. How does the level of questioning match the level for the TEKS?

TEKS: 110.34 (b) 9b – Students will showcase their group management and planning skills in junction with their writing and satire understanding to create an outline for their skit. The level of questioning matches the TEKS concept taught. All group members will need to understand satire and how to write a skit in order to participate in group work that requires planning and management skills.

TEKS number not listed – Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria. The level of questioning is a good introduction to the assignment the students will complete to satisfy this TEKS concept.

TEKS number not listed – I will analyze the connotations, tone, and theme of thematically linked poems using TPCASTT as a guide. The level of questioning appropriately guides students to use their knowledge of pertinent literary elements and devices in order to arrive at the meaning of a poem.

4. What percentages of questions were initiated by the teacher? The students? What can you infer about the question origination and demonstration of student knowledge?

All the questions were initiated by the teacher. This preference suggests that the teacher probably has a bias toward written assessment as a method of demonstrating student knowledge.

All the questions were initiated by the teacher. The questions from this lesson were meant to monitor student understanding and participation as a new and lengthy assignment were being introduced. Student response showed that they were engaged, which will be beneficial when they begin more formal assessments of the project. The teacher initiating the questions at this stage suggests that a strong foundation will be built for students to independently demonstrate their knowledge later.

All the questions were initiated by the teacher. The questions from this lesson targeted the skills needed to fulfill the objective and directed students in the proper way to use TPCASTT to analyze a poem.

5. How were questions used to check for student understanding?The questions were used to instruct student behavior and time management rather than to immediately assess understanding.

The questions were used to engage students and check that they understood appropriate topics and procedures for the upcoming assignment.

The questions were used to guide student analysis and check that students are on track with their understandings of the provided poems.

6. How many students interacted during the 45-minute period? How does this provide information about content mastery for all students?

Students in groups respond to receive instructions. Groups who are finished are responsible for uploading their video to a website, and several students ask for clarification of uploading procedure. Students in groups are aware of what needs to be completed and communicate with one another throughout the period to accomplish their tasks. Independent work is a good indicator of mastery.

The whole class interacted with the teacher as he asked questions while introducing the new assignment. Engaging all the students in a discussion about the topics relevant to a new assignment helped to ensure that the students would know what to do when they split up into groups.

All the students participated in the discussion about the poems in order to fill out their TPCASTT worksheets. If students are able to engage in the discussion and complete the worksheet, the teacher will know they have mastered the relevant concepts.

Classification of Classroom Questions – Teacher 1

Data Table 7aQUESTION FIRST WORD OF

QUESTIONTYPE OF QUESTION

CIRCLE ONE WHO IS INTERACTING?

Who is finished with their video? WhoRemembering Understanding

ApplyingAnalyzingEvaluatingCreating

Teacher to student

Finish, edit, and upload your videos.

FinishRemembering Understanding


Students with students

Classification of Classroom Questions – Teacher 2Data Table 7b

QUESTION FIRST WORD OF QUESTION

TYPE OF QUESTIONCIRCLE ONE WHO IS INTERACTING?

Why is it okay to treat a disease after it happens but not alter a baby’s genes to prevent disease before birth?

WhyRemembering Understanding


Whole class

We all know what a bibliography is, right?

WeRemembering Understanding


Whole class

Do you know how many news stations you have access to?

DoRemembering Understanding


Whole class

Did you know that the President of North Korea was elected with 100% of the vote last week?

DidRemembering Understanding


Whole class

How does a source change your thinking on an issue?

HowRemembering

UnderstandingApplyingAnalyzingEvaluatingCreating

Whole class

Did you see the murder case with the 16-year-olds recently? Did

Remembering Understanding


Whole class

Would it be an interesting paper to write about how the confederacy could have won the Civil War now?

WouldRemembering


Whole class

What about a paper about pulling troops out of Afghanistan?

WhatRemembering


Whole class

Classification of Classroom Questions – Teacher 3Data Table 7c

QUESTION FIRST WORD OF QUESTION

TYPE OF QUESTIONCIRCLE ONE WHO IS INTERACTING?

What’s this poem about? WhatRemembering


Whole class

What’s special about the author of this poem?

WhatRememberingUnderstanding


Whole class

What is syntax?What



Whole class

Why is the first stanza short and choppy?

WhyRemembering Understanding


Whole class

Why is it important that she uses the word “haven” for school?

WhyRememberingUnderstanding


Whole class

What is the tone of the poem? WhatRemembering Understanding


Whole class

Is there a shift in the poem?Is



Whole class

What could be different themes of the poem?

WhatRemembering Understanding


Whole class

Engaging Students in Learning – Activity 8

In order to initiate the learning process, students must first become engaged (TxBESS Cluster 3c). Engagement does not mean time on task nor does it mean to engage in an activity for activity sake. Instead, engagement is when the student actively examines content in relevant ways. The content is carefully structured, sequenced, and paced to meet the needs for all learners allowing for reflection, student to student interaction and synthesis.

Assignment:Visit the classroom of three teachers for one period. During the observation, answer the following questions:

1. How does the student actively examine content from the lesson?The students are engaged in editing and finalizing their group work for their Project-Based Learning assignment, which is to create an original short film that portrays the tone and theme from Joseph Heller’s Catch-22. They are working through managing groups while practicing writing and demonstrating their understanding of satire.

The students are working in groups to research articles to use as sources for their Project-Based Learning project on cloning/genetic manipulation. Each group member must find two sources and consult with the group to ensure that each member has unique sources. After the sources are gathered, students write a bibliography. Then students write a paragraph to summarize the article, to assess bias, and to reflect on both of the sources they found for the group.

As a whole class, students read three poems about pop culture. In groups, students use their knowledge of pop culture to compose a poem with a minimum of twelve lines in three stanzas, which include an ABAB, AABB, or ABBA rhyme scheme. After writing their poems, groups share their poems with the class.

2. Describe the relevance of the lesson content to the student.Students apply elements from the novel creatively while employing technological skills that will be useful in their careers. The project is set up to emulate the process of corporate work by requiring students to cooperatively work in groups and seek feedback from peers before submitting their work to the “boss”—the teacher.

Students use their prior knowledge of bias in news articles to examine the usefulness of sources to their group work. Working in groups prepares students for necessary interaction in college and careers. The bibliography resource used is good practice for college. Examining a controversial topic will help students think critically about their opinions and helps them learn how to evaluate sources (and be aware that they need to).

The lesson uses students’ prior knowledge of poetry structure to compose a poem, which makes the content more concrete for them. Working in groups to write a poem requires them to cooperate and negotiate to arrive at a single theme related to pop culture. These cooperative skills will help prepare them for college and careers.

3. Download information about grouping strategies from the following website: http://www.ismennt.is/vefir/ceewit/ire/ceewitweb/collaboration.htm

4. Use the information to describe and make inferences about the grouping strategy used by the teacher.

http://www.ismennt.is/vefir/ceewit/ire/ceewitweb/collaboration.htm

The Project-Based Learning projects are an in-depth, intensive and creative approach to group work. The teacher’s involvement reflects the suggestions offered by the grouping strategy website because the teacher interferes minimally with the groups’ progress after the planning and organizing stages. Students are given roles to manage their group, which help to keep the group motivated and focused. Since students have already read Catch-22, making a film gives them the opportunity to expand their understanding of satire through creating.

The Project-Based Learning projects are an in-depth, intensive and creative approach to group work. The teacher’s involvement reflects the suggestions offered by the grouping strategy website because the teacher interferes minimally with the groups’ progress after the planning and organizing stages. Students are given roles to manage their group, which help to keep the group motivated and focused. Since students have already read news articles, researching for, interviewing for, and writing a news article of their own will expand their understanding of the structure of news media and the function of bias in news media.

After introducing the material and diving the class into groups, the teacher is minimally involved in the group process as the grouping strategy website suggests. Reading the poems as a whole class first and discussing the use of pop culture within the poems gives students a model on which to base their group poetry.

5. Describe how the teacher uses materials, resources, and technology to engage students. Complete the “Perceived Level for Student Engagement Using Materials, Resources, and Technology, Data Table 9.

Groups use their laptops to work on their projects. The teacher provides a website students can access on their laptops upload their project videos.

The teacher uses the projector to show students a handout that guides them with the types of inquiry students should be making in their group projects. The teacher shows students a useful website that provides detailed information about bibliographies. Students use their laptops to research sources.

The teacher uses the projector to display the bell work and instructions. Students use laptops to complete and submit their bell work.

6. Ask the classroom teacher who determines the structure, sequence, and pacing for the curriculum? Structure - districtSequence - district and teacherPacing - teacher

Structure - districtSequence - district and teacherPacing - teacher

Structure - districtSequence - district and teacherPacing - teacher

Perceived Level for Student Engagement Using Materials, Resources, and Technology Teacher 1 - Data Table 9a

Keep a list of the materials, resources, and technology used in the classroom (e.g., hot plates, computers, microscopes, overhead projector). Rate the perceived effectiveness for each material, resource, or technology using the following scale: low, medium, or high.

Materials, Resources, and TechnologyPerceived Effectiveness

(low, medium, high engagement)

projector high

laptops medium

phones (for recording) high

Perceived Level for Student Engagement Using Materials, Resources, and Technology Teacher 2 - Data Table 9b



projector high

laptops medium

paper high

pens/pencils high

Perceived Level for Student Engagement Using Materials, Resources, and Technology Teacher 3 - Data Table 9c



projector high

laptops medium

paper high

pens/pencils high

Assessing Student Learning – Activity 9

It is not enough to deliver an exceptional lesson and then fail to demonstrate student acquisition of knowledge. Before the lesson is developed, the teacher should have in mind the learning outcome. With the learning outcome clearly in mind, the teacher then designs and implements assessment (TxBESS 3d). Assessment appears during the lesson as the teacher uses student feedback to reflect during teaching practice and modify the lesson. In some instances, the learning outcomes are insufficient to warrant moving on to the next topic and assessment results will be used to determine when content should be retaught (plan for future learning). Assessment should always be accurate, constructive, substantive, specific, and timely and based on learning objectives. Finally, the ultimate goal is for students to assess for own learning needs based on meaningful feedback from the teacher.

Assignment:Observe the classrooms for three teachers. During the “Assessing Student Learning Observation”, answer the following questions and complete Data Table 10. Make inferences about the total number of tally marks for individual and group feedback.

1. Does the lesson objective include an assessment description? If so, what is it?Students will utilize their analysis and communication ability to interview other in regard to their current event in order to write a news article.

Students will research and find two sources for their Project-Based Learning group. Students will submit a summary, assessment, and reflection on the sources as part of an annotated bibliography.

I will analyze pop culture poetry and write my own poem focusing on pop culture in my generation.

2. Complete Data Table 10

3. Which type of feedback is used more often? What inferences can be made about this preference? In this portion of the lesson, which involves students conducting their interviews for their new articles, feedback is provided equally between individual students and the class as a whole with verbal questions and answers.

Students will receive individual grades for their part of the group research. This preference is appropriate for this lesson as the Project-Based Learning project is preparing students for the structure of business careers.

For this lesson, small groups or individuals (depending on student preference) received feedback for their poem. This preference is appropriate for this lesson because the option to write individually or in a group creates a comfortable environment in which to practice composing poetry. Writing a poem with the whole class would be difficult to organize and limit participation of individuals.

4. If an assessment instrument was used, what kind of feedback will the student receive? When? Students will receive feedback from peers first after writing their article. They will hold a writer’s workshop at the end of the week.

Students will receive individual grades on their bibliographies before moving on to the next part of the group project. The to-do list will be checked by the next week.

Students receive feedback in the form of verbal praise and a check for completion at the end of the period when their poem has been shared with the class.

Assessing Student Learning – Teacher 1Data Table 10a

Feedback provided toindividual students

Feedback provided to

the class as a group

Describe any assessment instruments used (e.g., multiple choice quiz, short answer questions, journal entry, labeled drawing)

3 3 -verbal questions and responses

Assessing Student Learning – Teacher 2Data Table 10b





0 1 -reflection-check of weekly to-do list

Assessing Student Learning – Teacher 3Data Table 10c





5 0 -presentation of written poem by groups

Growing and Developing Professionally – Activity 10

Our public schools are becoming increasingly diverse. Many of our students speak English as a second language and will require knowledgeable teachers to help promote literacy, particularly content literacy (TxBESS 4e). Knowledge about levels of language proficiency will assist the beginning teacher with a framework for the emerging English speaker no matter the student level.

Assignment:Observe the classroom to identify student ability of nonnative speakers for English language. Observe three different students; each for one class period (total of three class periods).

1. Use Table 10 to categorize the language production of nonnative speakers and to provide examples of assessment for understanding. Script and document extensive examples for each student you categorize. Student 1 – Level 4, Intermediate Fluency

Demonstrates high proficiency with Basic Interpersonal Communication Skills Responds with complete sentences to request more information regarding instructions Bellringer assignment asks for completion of a whole paragraph reflection on testing experience, which asks students to self-

assess performance and formulate personal goals for improvemento Student asks whether or not to include questions in the responseo Confusion on organizing response to multiple questions in one cohesive paragraph and has to restart response

Passes teacher check of assignment on second attempt after receiving clarified instructions Whole class receives instructions in both Spanish and English Student did not complete rough draft of fairy tale point of view rewrite, which means the student cannot participate in peer

editingo Asks for clarification on how to complete assignment which asks students to choose an existing fairy tale and rewrite

the story in a different point of viewo Student understands vocabulary such as third person point of view and first person point of view

During whole class discussion about methods to increase their rate of finishing assignments on time, the student volunteers that he uses a calendar

Student asks about vocabulary within a fairy tale, and the teacher clarifies by spelling the word and giving a description of the word

Student 2 – Level 2, Early Production Student doesn’t understand instructions for bellringer

o A peer communicates them in Spanish

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o Student uses online translator to compose paragraph Responds to questions with brief answers Communicates primarily in first language with teachers and peers Uses online translator to complete story rewrite and participate in peer editing Able to request pass to the restroom in English Student seems to avoid the attention of teachers whenever possible

Student 3 – Level 5, Advanced Fluency Student demonstrates high proficiency with BICS Reads young adult book self-selection individually

o Pretends to read for much of the reading period Student navigates through guided steps to setting up a blog

o Specialized vocabulary: profile, dashboard, avatar, theme Student selects a topic from a variety of options to create blog post

2. Write a 250-word description about your experience with students for whom English is their second language. Use Table 10 to provide examples of assessments to assess the content understanding of nonnative speakers.

It surprised me that all the students, regardless of their level of English proficiency, were asked to do the same assignments. Aside from having a second teacher who speaks Spanish in the room at all times, there seemed to be no additional modifications provided for students who demonstrated a lower level of proficiency. Student one seemed to have a very good command of the English language in conversation, but applying his understanding to academic assignments proved difficult for him. Student two made few efforts to speak in English and actively avoided drawing the attention of teachers for help. She had not completed the assignment but managed to pass the teacher’s completion check by saying that a peer was already looking at her story rewrite although she had not started it yet. Throughout the period, she used an online translator to do her work and participate in the class. It was not clear if she had permission to use this tool from the teachers or not. Student three also demonstrated a high proficiency with conversational English and seemed fully able to engage with assignments. However, he spent most of the class period pretending to do his work and talking with his peers about off-task topics.

The assignments given to all students seemed to be targeted at abilities best classified as Level 3 – Speech Emergence. The fairy tale rewrite would necessitate retelling information and describing. The blog assignment would also require describing, recalling facts, and explaining content. The teachers did not engage with students in a way that would facilitate assessments appropriate for any other proficiency level.

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Levels of Language Production – Table 10

Level 1 – Preproduction Minimum comprehension, no speaking has yet emerged

Examples of assessment for understanding: Role play, pantomime, place illustrations or objects into categories, make drawings to illustrate ideas, point to communicate, use movement to express understanding, match objects with words, nod to respond to questions.

Level 2 – Early Production Comprehension is limited, one or two word utterances

Ask questions which can be answered in one or two words, provide listening opportunities with the content context, utilize singing, rhymes, choral speaking, and grouping, chart, label, or manipulate objects and pictures, begin journaling which includes illustrations and text.

Level 3 – Speech Emergence Simple sentences with errors are produced

Contrast and compare, summarize, retell information, define new vocabulary, describe people, places, and things, recall facts, explain content.

Level 4 – Intermediate Fluency

Sentences with few grammatical errors and high levels of comprehension

Utilize persuasion, debate, negotiation, and give opinions. Justify or defend behaviors or views and express results of analysis, synthesis, and evaluation.

Level 5 – Advanced Fluency

The student engages in listening, speaking, reading, and writing to a level which is comparable to native speakers

All qualities from intermediate fluency are heightened and observed for listening, speaking, reading, and writing.

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Designing Activities that Promote Student Learning – Activity 11

A coherent instruction plan is necessary to support the delivery of content during the learning process (TxBESS 1e). Knowledge about various instruction models will provide the beginning teacher with a framework to organizing lesson sequence, pacing, content, materials, etc. A number of instructional strategies exist. However, the most common instruction strategy is direct instruction.

Assignment:Visit three classrooms in your certification area. Use Table 11 to categorize the type of instruction strategy the teacher uses during the period. Remember, there may be several strategies used. Place a check mark in the box for each element of the strategy observed. Answer the following questions:

1. Is the instructional strategy used complete according to the elements shown in Data Table 11? No, material is reviewed for discussion. The students make up the questions for the discussion. No introduction to the model is needed for this lesson because students have previously used this form of discussion. Students submit three questions for the teacher to check before discussion begins.

Only parts of each instructional strategy are used.

No, the teacher reminds students of poetry structures and gives the parameters for the composition of a poem in a group. The topic of pop culture is introduced and used as the subject for the poems students will write. Students use their knowledge of pop culture to compose a poem.

2. Is the instruction strategy appropriate for the learners in the classroom? Why or why not?Yes, AP students can handle the responsibility of shaping and carrying out a fruitful discussion over the text.

Yes, reviewing the format of bibliographies while providing a useful resource for students to use during research is appropriate so that students know what is expected and know where to seek help. Conducting a discussion on a controversial topic related to genetic manipulation engages student interest and demonstrates the potential for bias that students will need to be aware of as they search for sources.

Yes, pop culture is a topic everyone can relate to and is broad enough to include a subject that everyone will be interested in writing about. Writing a poem gives the students a practical understanding of poetry through usage. The option of working in groups gives students a supportive environment to practice the application of poetry.

3. Why is it important to employ a comprehensive instruction strategy during the learning process? It is important to employ a comprehensive learning strategy during the learning process to give students structure. A learning strategy creates guidelines and clarifies expectations. The less clear instructions are, the more aimless students will be and the less likely they will be to achieve meaningful learning from a lesson. Making the process and goals of a learning strategy clear to students will allow them a familiarity that will lead to increased efficiency and success when the strategy is encountered again.

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Syntax for Various Instructional Strategies – Table 11a

Direct Instruction (shaping, modeling, practice, feedback, reinforcement

Concept Attainment (teacher makes groups)

x Review old material Select concept and define

Objectives Select attributes

New material Positive and negative examples

Guided practice Introduce process

Independent practice Present examples, list attributes

Review new material Develop concept definitionAdditional examplesDiscuss process with classEvaluate

Concept Development (student makes groups)

Inquiry (student actively involved in solving a problem

List items linked to concept

Select problem and research it

Group similar items Collect dataReasons for labeling groups

Develop theory and verify

Regroup if necessary Explain/state rules of theory

Summarize data/make generalizations Analyze

Evaluate Evaluate5 E Module of Constructivism (explore to construct meaning, then explain)

Discussion (more than one answer to complex questions)

Engage Read material, make questions

Explore Plan and cluster questions

Explain Introduce model to students

Elaborate x Conduct discussion

Evaluate Review process, summarize

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Evaluate (optional)Vocabulary Acquisition (increase understanding of language)

Conflict Resolution (cycle of problem-solving procedures)

Pretest knowledge List pertinent factsDiscuss misspelling and hypothesized meanings

Identify reasons for actions

Explore patterns of meaning

Propose solution, review effect

Read and study Select solution, predict consequences

Posttest Discuss similar situationsEvaluate decision, look for alternative solutionsMake generalizationsEvaluate

Neumonics (ways to remember)

Link word (associating new material with familiar information)

Keyword Select itemsRhyme Organize materialAcronym Prepare

associationsAcrostic Explain process

Present associationsPracticeEvaluate

Loci (creating a memory image of information in a location)

Simulation (simulation of real world event)

Select material Present topicOutline materials to be recalled

Set up the rules, roles, etc.

Identify location for reference

Conduct simulation

Relate items to places FeedbackPractice debriefEvaluate

Cooperative Grouping (jigsaw)

Think-Pair-Share

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Introduce model Teacher asks question

Assign groups Students pair and discuss

Expert groups study material

Student comments in large group

Experts teach their group

Students vote on best answer

Evaluate, team recognition

Syntax for Various Instructional Strategies – Table 11bDirect Instruction (shaping, modeling, practice, feedback, reinforcement



Objectives Select attributes

New material Positive and negative examples

Guided practice Introduce process

Independent practice Present examples, list attributes












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Elaborate x Conduct discussion

Evaluate Review process, summarizeEvaluate (optional)

Vocabulary Acquisition (increase understanding of language)








Neumonics (ways to remember)

Link word (associating new material with familiar information)

Keyword Select itemsRhyme Organize materialAcronym Prepare





Select material Present topic

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Outline materials to be recalled



Conduct simulation



Think-Pair-Share








Syntax for Various Instructional Strategies – Table 11c

Direct Instruction (shaping, modeling, practice, feedback, reinforcement



x Objectives Select attributesx New material Positive and

negative examplesGuided practice Introduce process

x Independent practice Present examples, list attributes




50













Elaborate Conduct discussion

Evaluate Review process, summarizeEvaluate (optional)

Vocabulary Acquisition (increase understanding of language)








Neumonics (ways to remember

Link word (associating new material with

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familiar information)Keyword Select itemsRhyme Organize materialAcronym Prepare





Select material Present topicOutline materials to be recalled



Conduct simulation



Think-Pair-Share








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