Lesson Observation Logs

These are detailed analyses of lessons you have observed your cooperating teacher present. While observing you should use low interference template (Links to an external site.)Links to an external site. to take notes. Then you will be using the Lesson Observation Log template along with the Critical Analysis Guiding Questions.

• Learning Objectives are clear statements of what the teacher wants the students to be able to do as a result of the lesson. Start them with, “Students will be able to…” The verbs you use in your lesson objectives should be action verbs or verbs you can use to measure performance. Passive verbs are often immeasurable and so should be avoided when writing objectives. Passive verbs to avoid include: know, understand, appreciate, believe, enjoy,
• Applicable Common Core Learning Standard: You may access Common Core standards at https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards (Links to an external site.)Links to an external site. Remember to write out the standards, rather than just list their numbers.
• Review and Link with Prior Knowledge: “Prior knowledge” is the knowledge base students bring to a lesson or specific topic.
• Key Vocabulary: Here you list the new words and terms introduced and/or used in the lesson.
• Materials: When writing your own lesson plan, remember that it should be clear enough so a substitute teacher can read it and implement the lesson. So include lots of details—for example, if you are reading a book to the class, include author and title. If you are doing an art project, make sure all materials are listed
• Motivation refers to a brief activity that “hooks” learners at the beginning of a lesson. It can be a story, a picture, a song—anything that stimulates interest.
• Lesson Plan Procedures: Here is where you list all the steps involved in the lesson. Include here any key questions posed to the children.
• Medial Summary is when the teacher, in the middle of the lesson, determines how well the students are grasping the material. It is basically a mid-lesson check of understanding of what has been taught.
• Differentiated Instruction: How does the teacher modify and/or enhance the lesson to accommodate all kinds of learners? This may include assistive technology, tiered activities, as well as activities geared to various learning styles (kinesthetic, visual, etc.).
• Opportunities for Practice: How do students demonstrate that they have grasped the skills and concepts their teacher has presented? A practice activity can be individual or cooperative. For example, going over examples together as a group to see how the students do.
• Final Summary: This is NOT a summary of the lesson (“the lesson went very well”). It is how a teacher wraps up a lesson and help students organize new information into a meaningful context in their minds. For example, at the end of a lesson the teacher may engage students in a quick discussion about what exactly they learned and what it means to them. Or perhaps the teacher has students come up and share with their classmates whatever they had been working on.
• Assessment: This refers to methods used by the teacher to assess student understanding of the lesson’s learning objectiv In other words, it is how the teacher determines if students have learned the content taught. Assessment may include informal observation, projects, completed work, tests, etc.
• Classroom Management: This is where you list any classroom procedures used to manage behavior (such as using table captains, marble jar, “stoplight” management, tickets, etc.)
• Attention to Multicultural Issues: How did the teacher incorporate multiculturalism into the lesson?
• It is likely that not every lesson you observe will include all elements listed on the form. If, for example, the teacher did not differentiate instruction, state what you might have done differently if delivering a lesson.