Observation of Laura M. MOSI Partnership School Hillsborough County, Florida 27 October 2008 University of South Florida College of Education Early Childhood.

Observation of Laura M.

MOSI Partnership SchoolHillsborough County, Florida

27 October 2008University of South Florida College of Education

Early Childhood Education Practicum Level IIISupervisor: Suzanne Flannery Quinn

Laura facilitated whole group instruction related to story elements.

She circulated and monitored during the whole group discussion to make sure that all children were engaged.

4b. Supervises through positioning, circulating, reinforcing, noticing, interacting and giving support

Laura asked for children’s ideas related to the plot elements of a story.1e. Listens to and understands child’s perspective

Laura made sure that the concepts were clear to the students.6f. Plans and implements direct instruction activities.

After discussing the elements of plot, the children moved to the carpeted area to read and discuss a book.

7c. Plans learning experiences that are consistent with program philosophy.

Laura helped the children to manage the transition from seat to carpet smoothly4g. Plans and uses transitions

Laura was poised and confident in her reading with the children.

After the reading, the children moved back to their desks where they could work together on writing.

4g. Plans and uses transitions

The children created a ‘group story’ using plot elements.7d. Uses teaching strategies that are consistent with program philosophy

(dialogue, interaction, scaffolding, modeling)

All of the students were able to contribute ideas.

The students were engaged and invested in the work.

Laura acted as a teacher and facilitator.6e. Demonstrates an understanding of the teacher's role when children are

engaged in constructing knowledge.

Laura evaluated students work based on the planned objectives.10a. Understands and uses informal assessment techniques to monitor children's

progress and guide planning.

• 1b. Interacts with children in a positive and supportive manner • 1d. Plans and implements learning experiences that foster cognitive development and problem solving skills • 1e. Listens to and understands child’s perspective• 3a. Uses open-ended questioning to encourage thinking and problem solving • 3b. Values and encourages divergent thinking • 4a. Demonstrates an attitude of respect for children • 4b. Supervises through positioning, circulating, reinforcing, noticing, interacting and giving support • 4g. Plans and uses transitions • 6a. Plans and implements open-ended activities. • 6d. Understands that children's reasoning is individual and each child constructs knowledge through their

interactions• 6e. Demonstrates an understanding of the teacher's role when children are engaged in constructing knowledge.

6f. Plans and implements direct instruction activities. • 7c. Plans learning experiences that are consistent with program philosophy. • 7d. Uses teaching strategies that are consistent with program philosophy (dialogue, interaction, scaffolding,

modeling) • 7g. Arranges a learning environment that incorporates activities and experiences from the child’s familiar world as

well as new experiences.• 10a. Understands and uses informal assessment techniques to monitor children's progress and guide planning.