WCPSS Healthful Living Observation Checklist
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WCPSS Healthful Living Observation Checklist Teacher______Date of Observation______Time______Room #______Course______Unit/Lesson/Topic______Classroom Environment
Seating: Singles Seating Students face towards teacher
Pairs/Trios Orientation: Students face towards each other
Groups
Room Inhibits student interaction Classroom Learning aids, concept-related items
Arrangement: Allows student interaction displays: Ongoing activities, projects
Facilitates student interaction Examples of student work
Student recognition
Applications, careers Lesson Overview: Written objectives Racial, cultural diversity Written agenda Extracurricular opportunities Assignments posted
Classroom Culture
Major activities Lecture/note-taking, teacher-led work Using Teacher-- Students of teachers & Class discussion, small group discussion, student Discourse Students--Students students presentation or modeling Both Hands-on activity following specific steps
Hands-on activity with open-ended instructions/latitude to decide steps Collaborative No collaborative culture “ Seatwork”: reading text, working on culture Some evidence of collaborative culture (e.g. worksheet, questions, problem set group roles defined)
Processing: represent/analyze data, find Evidence of collaborative culture patterns, write/reflect on learning Collaborative norms clearly defined Assessment: test/quiz, performance task, questioning to assess learning
Technology Teacher-driven Student-driven Lesson Enhanced Technology used: iPad/iPod Document Camera Computer Projector Calculator Interactive Board Other Researched Best Practices
Old skill/information/spiraling Summarizing /Note-taking
New skill/information Reinforcing effort
Similarities & Differences Homework & practice
Nonlinguistic representation
Setting objectives/feedback
Generating/testing hypotheses
Cues, questions, organizers
Healthful Living Essential Standards Health (literacy focus) Physical Education (collaborative focus) Text Text Complexity Text-Dependent Questioning Complexity meets or exceeds Questions are developed in sequences that call students to Motor Skills grade-level band (CCSS) examine textual evidence and discern deep meaning Assessing proficient participation in activities Complexity is below grade grade- Questions are confined to recall of text Data used by students to improve group level band (CCSS) Questions do not directly relate to the text performance No text used during walk through No questions observed during observation Movement Concepts Writing Recognize areas for improvement in Writing Usage Writing Type Writing Strategy performance and share knowledge to help Evidence of some writing Argument Integrated with reading to others develop complex movement skills On-demand writing Information/Explanatory develop thinking Health-Related Fitness Process writing Narrative Writing from models Use data to evaluate personal fitness (Welnet) Undefined/Warm-up/ Writing conferences General reflection/Journal Other Goal-Setting for improvement is evident Vocabulary/Language Personal/Social Responsibility Students have opportunities to gain indirect acquisition of vocabulary through reading and writing Student to student Students are prompted to focus on the nuances of words in context and their effect based on context, syntax, and structure Teamwork opportunities Students engage in discipline- specific direct instruction of vocabulary through researched best practices Shared leadership (e.g. Marzano’s) Students engage in learning academic vocabulary Students are provided lists of vocabulary to learn