This e-observation clinical experience will focus on of how well a teachers instruction is aligned with Danielson Framework Domain 3 (Instruction). 1. Read the materials above 2. Review the wri

Teacher Observation Critical Analysis

Guiding Questions

After watching the video, choose and answer one question from each component below, 3a, 3b, 3c, 3d and 3e.  Ensure that each answer is aligned to, and references criteria specific to that component from the Danielson Framework Domain 3/Instruction. 

3a Communicating with Students

· How might the teacher improve the clarity of instructions for all students? Explain.

· How might the teacher better explain a concept for a particular student in the class? Explain.

· How might the teacher appropriately extend the students’ vocabulary building beyond what was observed? Explain the potential effectiveness.

3b Using Questioning and Discussion Techniques

· To what extent did the teacher effectively use clarifying questions to assess students’ understanding/learning during the lesson? Explain.

· How might the teacher improve his/her use of open-ended questions? Explain.

· How might the teacher further support students’ ability to ask questions during the lesson? Explain.

· To what extent do students ensure that the voices of their peers are heard within the lesson? How does the teacher encourage an environment whereby students encourage others to engage in discussion?

· How might the teacher improve his/her use of multiple types of questions during the lesson? Explain.

3c Engaging Students in Learning

· Explain the effectiveness how differentiation provided students alternate choices to complete tasks?

· To what extent did students initiate ideas that enriched the lesson? How was such initiation nurtured by the teacher?

· How might the teacher improve scaffolding within the lesson to advance students’ learning? Explain.

3d Using Assessment in Instruction

· How might the teacher improve his/her use of multiple types of questions during the lesson to monitor student learning? Explain.

· Explain the effectiveness of feedback on learning. Why this is an essential element of a rich instructional environment? Explain.

· How might the teacher improve student self-assessment and monitor of progress? Explain?

· To what extent criteria for learning must be clear? Explain?

3e Demonstrating Flexibility and Responsiveness

· To what extent does the teacher demonstrate flexibility in classroom management (i.e., modifying classroom management strategies) during the lesson to ensure student engagement? Explain.

· What instructional changes during the lesson does the teacher implement? How are they effective? Explain.

· How did or could have the teacher modify(ied) assessment practices during the lesson to better understand student learning? Explain.

Conclusion

To conclude your reflective analysis, answer the following in complete sentences:

· Were you to teach the same lesson with a similar student population, how would your further engage at least two different students during the lesson beyond that which was accomplished by the teacher. Justify your answer(s) in alignment with the unique learning needs/goals for each student.

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Low-Inference Transcript

School: ______________________________________ Date: ________________________

Teacher: _____________________ Class/ Grade: ________Type: General ed/Special ed/ICT______

Focus for the visit:______________________________________________________________________

Focus Domain: _____________________________________

Time	Teacher	Students

,

Kindergarten Mathematics

00:07

Well, all right mathematicians are we ready to get started today?

00:10

– Yes!

00:12

– Well let's see, what have we been talking about this week?

00:15

If you'll raise your hand if you can remember what we've been talking about this week. Joseph.

00:20

– Decomposing.

00:21

– Decomposing. Boy, that's a big word isn't it?

00:24

I want you to turn to your learning partner, wait just a minute I'm gonna give you some instructions first.

00:28

And I want you to tell your learning partner what we've learned about decomposing this week.

00:31

And I want you to use gestures and I want you to take a turn

00:35

and then I want your partner to take a turn.

00:36

So if you'll turn right now to your learning partner and I want you to tell them what decomposing means.

00:43

[Children talking to each other]

00:58

– Use those gestures.

01:01

[Children talking to each other]

01:03

All right, class.

01:04

– Yes.

01:06

– Faith, what did you and Brantley talk about when you were talking about decomposing?

01:10

– We were talking about start with a whole, part, part.

01:14

– A whole, part, part. Um, Tyler, what did you and Jordan talk about?

01:18

– They're not the same numbers.

01:20

– They're not the same number. So did you talk about they were different parts?

01:24

Different parts. Isabella and Molly what did you talk about?

01:28

– We talked about breaking stuff down by putting it in parts and breaking it.

01:33

– Good job.

01:34

Decompose, decompose, break it on down, break it on down.

01:38

Decompose, decompose, break it on down, break it on down.

01:43

Start with a whole, part, part.

01:45

Start with a whole, part, part.

01:47

Decompose, decompose, break it on down, break it on down.

01:51

Decompose, decompose, break it on down, break it on down.

01:56

All right, mirror with words.

02:00

I can,

02:01

I can, you can,

02:02

you can, we can,

02:03

we can, take the whole number five,

02:07

take the whole number five, and break it into part, part,

02:11

and break it into part, part.

02:13

I can,

02:14

I can, you can,

02:16

you can, we can,

02:17

we can, use objects,

02:18

use objects, to show the part, part,

02:22

to show the part, part.

02:24

– All right, well this week let's talk a little because we've got to rewind.

02:28

Good mathematicians always think about what they've been doing.

02:30

So we're going to do some thinking back to what we found out this week.

02:35

All right, let's see when we talked about one,

02:38

and remember we only had one person to go to the movie that day with our movie passes,

02:42

how many ways could we break down or decompose that one?

02:46

Show me with your fingers.

02:48

And then, great job.

02:50

And then when we talked about two; how many ways could we decompose two?

02:55

And when we talked about three, what did we find out Elle?

03:00

– That we can decompose, um, that to four and that it's kind of like a pattern

03:09

and because,um, it's not in the exact number. Like one's two,

03:17

um, and two's three, and three's four,

03:20

and four's five. And I think five is going to be six.

03:24

– She's made a prediction for today. Elle's predicting

03:27

that when we get this up here today how many did you say?

03:31

That we're going to find how many ways to get to five?

03:33

– Um, six.

03:35

– Give her a thumb's up. She did a great job.

03:37

Great job explaining that. Good job.

03:39

All right, well we've got those movie passes today and I need five chairs.

03:42

Let's see I need one, two, three, four, and five.

03:48

I think that would be enough.

03:49

You can go back to where your chair would be. And let's see who is going to go to the movies today.

03:55

And I need one, two, three, four and Benjamin I'm gonna need yours too.

04:01

Your chair, I'm gonna need your chair.

04:04

All right,

04:08

and I'm probably gonna need you to move over a little bit because we've got five chairs today.

04:11

So if you'll move over just a little bit and Miss Kennedy,

04:16

and Miss Kennedy, can you move on down Isaiah?

04:20

All right, let's see who's going to go to the movie today.

04:23

Can you move over just a little bit Kennedy,

04:24

and Isaiah, and Logan if you could slide down just a little bit.

04:27

– Let's see, yesterday we had boys to go to the movies.

04:31

I think it's time for the girls again. Let's see Isabella, Molly, Elle, Tyler, and Faith.

04:38

All right, so what is my whole that I'm starting with here?

04:43

– Five.

04:43

– Five, all right.

04:45

Do you think they should go see a thriller? A superhero movie?

04:51

– Yes!

04:53

– Or a mystery?

04:54

– Yes!

04:55

– All right. All right.

04:58

Well they're going into the theater and we have parts with seats over here and a part over here with seats.

05:03

So Miss Elle, will you lead our ladies in?

05:12

All right, my other moviegoer's let's see what is my part over here?

05:16

– Zero.

05:17

– How many people are sitting in this part of the theater?

05:19

– Zero.

05:19

– Zero. So I'm going to put that zero right here.

05:23

And Riley, how many is on this part over here?

05:27

– Five.

05:28

– Five. Did you have to count to get that number or did you just look up here?

05:34

– I just looked.

05:34

– You just looked up here. All right, five. Great.

05:38

All right, Miss Molly are you able to see the movie screen?

05:42

Okay, would you want to move over to that side?

05:45

All right, do I still have five people at the movie?

05:47

– Yes.

05:48

– Yes, I do.

05:48

Joseph tell me about my parts.

05:51

– There's one on that side and there's four on that side.

05:56

– All right, so I've got one over here.

05:58

And how many was on this side?

05:59

– Four.

06:00

– Four. All right,

06:04

Miss Isabella, how are you doing?

06:07

Are you comfortable in that chair?

06:08

– No.

06:08

– What's wrong?

06:10

– It's not right.

06:11

– It's not right? You think you should move over?

06:13

And Miss Molly's over there by herself.

06:15

All right, Hayes what can you tell me about my parts now?

06:20

– One, two…

06:22

– How many is on this part?

06:23

– Two.

06:24

– And how many is on this part?

06:25

– Three.

06:26

– Do I still have five? Two on this side and three over here.

06:30

All right, two and three.

06:36

All right, Miss Tyler.

06:37

– It has gum on the seat.

06:39

– Gum on the seat, okay.

06:41

She's been to the movie before I think. All right,

06:44

Miss Kennedy tell me about my parts.

06:47

– You have three over there and two over there.

06:49

– Three on this side. Do I still have five people at the movie?

06:53

– Yes.

06:53

– I still have my whole. Three and two.

06:58

All right, Miss Faith, what do you think?

07:01

– I think it's too sticky.

07:05

– Oh your seat is sticky? All right, then you should move over.

07:09

Jordan, what can you tell me about my parts now?

07:13

– Four.

07:14

– And…

07:15

– One.

07:15

– One. Do I still have five at the movie?

07:18

– Yes.

07:18

– Do I still have my whole five? Okay,

07:20

so I've got four and one. All right,

07:24

let's see how Elle's prediction is going. I've got one, two, three—

07:28

is there still another way I can do this?

07:29

– Yes.

07:30

– All right, Miss Elle?

07:32

What do you think?

07:34

– Um…

07:35

– Do you want to…

07:36

– It was getting to the really good part and I wanted to talk up with them.

07:40

– I love it. I love it.

07:41

So do you want to move over with your friends? I love that. Great!

07:45

So Logan, what can you tell me about my parts now?

07:47

– Five and zero.

07:49

– Five and zero. So I'm going to put five over here.

07:53

And why did you call this zero over here? What do we know zero means Logan?

07:58

– It means nothing.

07:59

– Nothing. You're exactly right.

08:02

Zero. All right,

08:03

let's look at Elle's prediction. What was Elle's prediction?

08:08

She said there was going to be how many ways?

08:09

– Six.

08:10

– Six. Let's count and see.

08:11

One, two,

08:13

three, four,

08:14

five, six.

08:15

Now good mathematicians are always looking for something.

08:19

What is that that good mathematicians are always looking for in numbers?

08:24

– Part, part.

08:25

– Part, part,

08:26

but something else we're looking for? We're looking for a…

08:29

A pattern. I heard it Miss Maddie.

08:31

A pattern. What's happening to our number each time?

08:35

– It's getting higher.

08:36

– By how many?

08:38

– One.

08:39

– By one. Let's look at our numbers too.

08:43

This one starts with zero, one, two, three,

08:48

four, five.

08:50

And what does this one do? Five, four, three,

08:55

two, one,

08:57

zero. And something that we noticed the other day is was does this one have a number above five?

09:02

– No.

09:02

– No, all it's parts are going to be lower than what?

09:06

– Five. All these are going to be lower than?

09:09

– Four. All these are lower than?

09:11

– Three.

09:12

– Three. Two.

09:13

One. Give our moviegoer's a hand today. Great job.

09:17

And if you will go back to where your chair would be

09:20

and if your chair is up here if you'll come get your chair.

09:23

Come get your chair.

09:34

Great job.

09:35

All right, my star of the week if you'll hand one of those to everybody.

09:40

Let's see if we can get our chairs back.

09:42

If you'll hop up for just a minute so we can get Dalton back in here.

09:47

All right Joseph, would you go around and let everybody get a tower of cubes?

09:52

– Is that a cord on you?

09:54

– I do have a cord on. It is.

09:58

F-I-V-E spells five you can spell these if you try with a

10:03

knick knack patty whack give your lap a tap, you can do it don't hold back.

10:09

F-I-V-E spells five you can spell these

10:12

if you try with a knick knack patty whack give your lap a tap you can do it don't hold back.

10:20

– Great job. I like the way you're keeping that tower together.

10:24

If you have your tower and your little mat right there, your story mat,

10:28

cause you're going to help me tell a story today. If you'll come out and quietly find your place

10:32

if you've got your story mat and your tower.

10:40

Extra? I'll take it.

10:44

I'm going to give you three snaps one,

10:47

two, three. Miss Molly did you get one?

10:52

– Yes.

10:53

– All right, I need you to turn around this way Mr. Dalton so you can see the story.

11:00

And if you'll put your story mat on the floor.

11:04

I'm gonna read one of my favorite, favorite stories

11:08

and I need your help helping me read this story.

11:11

This story is gonna be about Mama Duck and her five little ducklings. Huh, five little ducklings.

11:17

What do you have in that tower? How many is in that tower?

11:20

– Five. So you're going to start out with five.

11:22

Will you play my game?

11:24

– Yes.

11:24

– Will you pretend those little cubes are little ducks today?

11:26

– Yes.

11:27

– So would you help me tell this story?

11:29

– Yes.

11:30

– All right, good reader—good listener's eyes are up here.

11:34

Eyes are watching, ears are listening, hands and feet are still.

11:39

The name of this story is Little Quack.

11:43

This story was written by Lauren Thompson.

11:45

Can you see Miss Emma? Why don't you come over there and get behind Miss Kennedy so you can see.

11:49

Why don't you take your story mat and go right over there.

11:52

Perfect, cause I don't want you to miss.

11:54

– I'll hold the story back like this. Do you think you'll be able to see?

11:57

All right, "Little Quack."

11:59

What's this page called?

12:00

– Title.

12:01

– Title Page. It tells me the author and the illustrator.

12:07

This story was written by Lauren Thompson.

12:11

Sorry I've got to find my glasses.

12:15

If you'll listen as we listen to Little Quack. This story was written by Lauren Thompson.

12:22

"Mama duck had five little ducklings. Widdle, Waddle, Piddle, Puddle, and Little Quack.

12:29

They all lived together in a nice soft nest."

12:34

So how many do you see right here?

12:35

– Five.

12:36

– Five. Would you show me your five?

12:39

Your five little ducklings. "Even Mama's littlest duckling was not so little anymore.

12:44

'It's time to leave the nest,' she said one day. 'Come little ducklings,' mama called.

12:51

'Paddle on the water with me.' The five little ducklings squeezed close in the nest.

12:55

'Oh no! Mama, no!' they cried. 'We're too scared.' 'You can do it,' Mama said.

13:02

'I know you can.'"

13:04

So it says, "Count along with me with your Quackulator."

13:07

So your little tower of five is going to be your "Quackulator".

13:11

No ducklings are in the pond. How many ducklings are in your pond?

13:14

– Zero.

13:15

– Zero. Good job.

13:18

"All at once Widdle felt very brave. She jumped into the pond." Get little Widdle up.

13:25

"And Splish. 'Look!' she cried. 'Look at me.'"

13:30

All right, how many do you have out of the water?

13:33

– Three.

13:33

– How many do you have out of the water?

13:35

– Four.

13:36

– Four. How many do you have in the water?

13:37

– One.

13:38

– One. Do you still have five altogether?

13:40

– Yes.

13:41

– Good cause we don't want to lose one of Mama Duck's little ducklings.

13:44

"Now four little ducklings snuggled close in the nest.

13:47

'Come little ducklings,' Mama called again. 'Paddle on the water with me.'

13:52

'No Mama, no! We're too scared,' cried Waddle, Piddle, Puddle, and Little Quack.

13:59

'You can do it,' Mama said. 'I know you can.'

14:05

Then Waddle felt very brave. He plopped into the pond." Get Waddle.

14:10

"Splash. 'Hooray!' he cried. 'Hooray for me!'"

14:16

How many do you have in the water now?

14:17

– Three.

14:18

– Oh listen to my question.

14:19

– Two.

14:20

– Two. How many is still out of the water?

14:23

– Three.

14:23

– Three. Do you still have five?

14:25

– Yes.

14:26

– Keep up with them.

14:28

"Now three little ducklings clung close in the nest.

14:32

'Come little ducklings,' Mama called again. 'Paddle on the water with me.'

14:36

'Oh no Mama! No! We're too scared,' cried Piddle, Puddle, and Little Quack.

14:41

'You can do it,' Mama said. 'I know you can.'

14:46

Then Piddle." Get Piddle up.

14:49

"For a moment felt very brave.

14:52

She wiggled in the water. Sploosh! 'It's fun!' she cried. 'It's lots of fun.'"

14:59

How many is in the water now?

15:00

– Three.

15:01

– Three. How many is outside the water?

15:03

– Two.

15:05

– Still got five?

15:06

– Yes.

15:07

– "Now two little ducklings cuddled close in the nest. 'Come little ducklings,' Mama cried again.

15:13

'Paddle on the water with me.' 'Oh no Mama! No! We're too scared,' cried Puddle and Little Quack.

15:20

'You can do it,' Mama said. 'I know you can.'

15:25

At last Puddle felt very brave too. He leaped in the water." Got him up?

15:31

"Splash! 'Wait,' he cried. 'Wait for me!'"

15:36

How many is in the water Miss Emma?

15:38

– Four.

15:40

– Four. How many is still out?

15:41

– One.

15:42

– Good job. You still got five altogether?

15:44

– Yes.

15:46

– "That left just one little duckling in the nest. Just one Little Quack.

15:53

'Come little duckling,' Mama called once more. 'Paddle on the water with me.'" What did Little Quack say?

15:59

– No.

16:00

– "'No! Mama no! I'm scared. I'm just too scared.' 'You can do it,' Mama said.

16:07

We know you can,' said Widdle, Waddle, Piddle, and Puddle.

16:12

Little Quack looked at the water. He sniffed the water.

16:16

He touched the water with his foot. Could he do it?

16:19

Did he dare? Suddenly Little Quack felt just brave enough.

16:27

He closed his eyes and then Splish, Splosh, Splash, Sploosh! Into the water he plunged.

16:35

'I did it!' he cried. 'I really did it!'

16:39

'I always knew you could,' Mama said."

16:43

All right,

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