<p> WCPSS Healthful Living Observation Checklist Teacher______Date of Observation______Time______Room #______Course______Unit/Lesson/Topic______Classroom Environment</p><p>Seating:  Singles Seating  Students face towards teacher</p><p> Pairs/Trios Orientation:  Students face towards each other</p><p> Groups</p><p>Room  Inhibits student interaction Classroom  Learning aids, concept-related items</p><p>Arrangement:  Allows student interaction displays:  Ongoing activities, projects</p><p> Facilitates student interaction  Examples of student work</p><p> Student recognition</p><p> Applications, careers Lesson Overview:  Written objectives  Racial, cultural diversity  Written agenda  Extracurricular opportunities  Assignments posted</p><p>Classroom Culture</p><p>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</p><p> 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)</p><p> 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</p><p>Technology  Teacher-driven  Student-driven  Lesson Enhanced Technology used: iPad/iPod Document Camera Computer Projector Calculator Interactive Board Other Researched Best Practices</p><p>Old skill/information/spiraling Summarizing /Note-taking</p><p>New skill/information Reinforcing effort</p><p>Similarities & Differences Homework & practice</p><p>Nonlinguistic representation</p><p>Setting objectives/feedback</p><p>Generating/testing hypotheses</p><p>Cues, questions, organizers</p><p>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</p>