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Science Teaching Observation Feedback & Reflection

The document provides feedback on a science lesson given by student teachers on magnets. It summarizes the following: 1) The driving question of "How do magnets attract?" engaged students and was addressed through hands-on activities. 2) Patterns of attraction were observed but could have been clearer. Scientific explanations were developed from the activities. 3) The teachers built on students' prior knowledge of magnets and asked open-ended questions to guide discussion. 4) The lesson met the needs of all students including English language learners through translation. Student reflection showed they understood how magnets attract.

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83 views2 pages

Science Teaching Observation Feedback & Reflection

The document provides feedback on a science lesson given by student teachers on magnets. It summarizes the following: 1) The driving question of "How do magnets attract?" engaged students and was addressed through hands-on activities. 2) Patterns of attraction were observed but could have been clearer. Scientific explanations were developed from the activities. 3) The teachers built on students' prior knowledge of magnets and asked open-ended questions to guide discussion. 4) The lesson met the needs of all students including English language learners through translation. Student reflection showed they understood how magnets attract.

Uploaded by

api-500435151
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Science Teaching Observation Feedback & Reflection

ICAT(s) Name(s): Alondra Ceballos/Annette Luna/Cindy Gallego


Name of Person Providing Feedback: Ms. Guerrero
Date of Lesson: November 21, 2019 Lesson Title/Topic: How do magnets attract?
Criteria Strengths Stretches to work on and ideas
(include evidence) for next time
Driving Question: Driving Question:
Was there a driving question? Was it  “How do magnets attract?”
presented to students? Were  Students had lots of previous
students able to respond with their experience with magnets! It
ideas? Did the activities address the was the perfect topic!
driving question?  Activities helped the students
visualize the driving question
Scientists’ Science & I-AIM: Techers presented the students with  Patterns could have been more
Were experiences provided before the materials first then reviewed and clear
explanations? Were patterns made formulated a class answer at the end  Teachers could have made a
clear and evident? Were scientific chart that helped the students
explanations developed (if applicable keep track of the patterns
to lesson)? Were there opportunities
for application (if applicable to
lesson)?

Questioning & Responding: Teachers built on the students prior  Teachers could have expanded
Were student science toolkits (ideas knowledge, they opened the lesson information on the student’s
and funds of knowledge) elicited? with an activity that required toolkits
Did teachers use and build on students to record all their  Exam: student says he knew
student science toolkits and experiences with magnets magnets were on the fridge,
responses? Did teacher use open- teachers could pull up a picture
ended questions to guide and of what this might look like
connect to student thinking? Was
teacher responsive to student
questions and comments? Did
teachers engage students in talk
about experiences and scientific
ideas?
Criteria Your Strengths For Next Time

1
(include evidence)
Student Needs and Teachers met students need. I have 1
Accommodations: ELL student , although the whole
Were all students’ needs met? Were lesson was in English the teachers
accommodations made for ELL took turns translating to the ELL
students? Were accommodations student
made for students with special
needs?
Lesson Closing: Was there a  Students were able to reflect  During closing lesson students
closing to the lesson? Were there on the driving question “How began to move and talk a lot
opportunities for students to reflect do magnets attract?”  What could have been done to
on their learning?  Students reflected with their improve management?
groups and as a class

Learning Goals and Assessment:


Did the lesson address the stated
learning goals? How did the teacher
assess student progress towards
reaching the learning goals? What
evidence is there that the learning
goals were reached?
Preparation, Management, & Teachers were very prepared. They
Safety: had a scripted schedule, were safe
Were teachers prepared? Was the and they managed the time very well.
instruction organized and smooth?
Were safety and behavior
expectations clearly set? Were
directions and procedures clearly
stated and modeled? Were all
students participating? Was time
available used effectively and fully?
Additional Comments

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