Formative Observation Feedback

Name: Rachel Sanborn, 4th Grade Intern

Date Observed: 3/18/19
Date Feedback Provided:
Observed by: Tara Fry
Scheduled: X Unscheduled:
Lesson Observed: ELA - vocabulary introduction

Student Engagement (list examples):

● All aspects of lesson were based on Whole Brain teaching strategies
● Mirror prompt used by Rachel, and students used it to lead peers
● Random selection of students to give answers, and Rachel gave advanced
notice that she would randomly choose
● Verbal acknowledgement for expected behaviors; choral class cheer at the end
of lesson
● Verbal cues (countdown 5, 4, 3, 2, 1; meet me at the beach, flat tire, etc.)
● Physical cues (thumbs up/finger wiggle to check for understanding, teacher
prompted choral response with physical cue of arm up/arm down, etc.)
● Organizer/visuals using Smartboard slides
● Choral responses used frequently
● Show me (don’t tell me)...students physically demonstrate vocabulary words
● Frequent feedback provided through the use of “Point for Class/Point for
Teacher” (paired with brief verbal response); Rachel was specific about why a
point was earned in either category to provide explicit feedback to students
● If Rachel does not see/hear all students participating during choral response or
physical response, she asks students to pause, she gives feedback about what
she would like to see and asks students to try again.
● Rachel asked the class to stand during a choral response to provide movement
and ensure student participation.

Praise:
● At the start of the lesson, Rachel reviewed behavior expectations, acceptable
voice level, and the procedures that will be used for the activity. Then she asked
students to give her a physical cue so she could check for understanding. This
set the stage for learning and took very little time.
● Students were immediately able to begin the activity after the prompt was given,
and students appeared to be very engaged and excited about the small group
task. (There was lively noise and energy in the room, but all students were on-
task and cooperating with the directions.)
 ● Rachel closely and continually monitors the engagement and understanding of
each student. She scans the room and prompts students right away to provide
individual motivation/encouragement when needed. She is proactive about doing
this.
● Rachel uses physical proximity to provide positive encouragement to individual
students and to monitor student productivity.
● Rachel prepared Smartboard slides to introduce the vocabulary words, and the
slides included actual photos of her students throughout the school year and the
text included examples of actual events the students have participated in.
Students really connected to this approach.
● Rachel used Whole Brain engagement strategies with a high frequency
throughout the entire lesson (approx. 3-5 times/minute).
● Rachel appears to have a positive relationship with her students, and she uses
humor and real life examples to build connections with them.
● Rachel’s lesson provided continuous opportunities for students to engage with
the content through small group interactions, by presenting their work to the
class, and individually through the physical/verbal responses or through random
selection when calling on students.
● Rachel was extremely efficient in her facilitation of the lesson, and she was well-
prepared. As a result, instructional time was maximized and the pace of the
lesson increased student engagement.
● Rachel’s lesson plan showed great forethought and incorporated multiple ways
for students to practice the content she was teaching. Clearly she devotes
considerable time and care to the preparation of her lessons and materials.

Probe (I wonder…):
● I wonder how Rachel learned about Whole Brain teaching and how she would
say the strategies impact her instruction and her students.
● I noticed Rachel using prompts that are commonly modeled by Anita Archer. I
wonder if she is familiar with Anita Archer’s work.
● As I was leaving the classroom, I heard Rachel tell students that she was
passing out an exit ticket so she could see what they learned. This is an
effective strategy, and I wonder how Rachel uses the feedback from the exit
tickets she collects.
● This lesson was completely student-led, with Rachel acting as facilitator. I
wonder if Rachel typically uses this approach or if the approach was a good fit for
this particular lesson. Given that the students were so proficient with this model,
I have a hunch that it is a norm for Rachel’s instruction. Impressive!

Action Step(s):