ENG 106
Classroom Observation
Instructor: Jessica Jacobs
Observer: Dr. Kendall Leon
Class/section: ENG 106
Date: 3/30/2011
5
outstanding
4
good
3
competent
2
needs improvement
1
poor
Overall rating for this observation: 5
Goals for the class
5 4 3 2 1 are clearly expressed
5 4 3 2 1 clearly contributed to the long range goals for the course
Comments: All of the activities, and the assignment itself, meets first year writing goals:
development of visual rhetoric techniques for analysis and production; and giving and receiving
peer feedback for revision.
Classroom activities [List observed classroom activities (i.e. discussion, small
group, writing, quiz, peer writing group)]
5 4 3 2 1 relate clearly to goals of the course
5 4 3 2 1 help students achieve the goal of the class period
5 4 3 2 1 are appropriate to student ability
5 4 3 2 1 demonstrate effective pacing for student learning
Comments: Ms. Jacobs began the class with an in class writing. The prompt was a visual image
of soldiers in a rundown area with some nuns walking through. She asked the students to write
what they noticed in the image and then to compose what narrative they imagined for the
image. The purpose of the in class writing was to get them thinking about telling a story based
on images, which prepares them for their current assignment (a visual literacy autobiography).
Ms. Jacobs followed up the in class writing with a discussion, asking students about the
narratives they imagined. In this regard, she did a great job describing how they were
interpreting the image (i.e. so you are bringing in past experiences to your interpretation), and
building on student input to pose additional questions. She also really honed on the visual
design of the image (i.e. what is so arresting about black and white images?). She also
contextualized the images, including a brief discussion on criticism by R. Barthes. In this
moment, she introduced elements of images (studium and punctum). Then, she connected it to
the rough drafts of their visual stories. Next, the students were placed into groups, considering
the elements of images that Barthes described, to do a peer response on their visual narratives.
To keep the students on the proper pacing for the activity, Ms. Jacobs would walk around the
room, announcing when they should be switching to their peer’s computer station to start the
next review. Ms. Jacobs ended class with homework and a reminder of the final due date.
1
Classroom environment
5 4 3 2 1 responds effectively to the events occurring in the environment
5 4 3 2 1 opportunities and challenges presented by the physical environment are dealt
with effectively
5 4 3 2 1 deals effectively with the environment created by the students
5 4 3 2 1 available materials are used productively in relation to learning goals
Comments: Ms. Jacobs’s class was dependant on a powerpoint; however, the bulb was blown
in the projector. Fortunately, Ms. Jacobs had the powerpoint and all of her materials uploaded
to blackboard so students could access the materials on their computers. In the meantime, she
quickly accessed the IT help. Within 5 minutes they had the class relocated to another lab. She
also adapted the lesson plan for the day given the 5 minute loss. During the in class writing she
went to check the other lab to ensure that no students were left in the original classroom
(which there were). The lesson involved Ms. Jacobs utilizing a powerpoint and a visual image at
the instructor station to convey information to the students. The students then utilized their
computer stations to work in small groups, reviewing each other’s visual narratives. The
students had their visual narratives downloaded at different stations, so to do the review, they
had to move to different computer stations. This encouraged an active movement to the
class—I think it kept students awake and focused (which could be difficult to do in these
computer classes with dim lighting and no windows).
Students
5 4 3 2 1
5 4 3 2 1
are involved in the activities of the class
are respectful of the teacher and the classroom environment
Comments: Students were actively engaged in the class discussion, as well as in the peer
review activity. They appeared to be very enthusiastic about the project and the work they had
accomplished; they were eager to share with their peers and Ms. Jacobs.
Instructor
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
presents her/himself as helping students achieve the goals for the course/class
presents accurate and reliable information
speaks so that all can hear
makes eye contact with the students
encourages questions and discussion
responds to questions and comments effectively and consistently
provides closure for the day’s lesson
Comments: Ms. Jacobs excels at facilitating class discussion. One technique she uses is to
draw upon students’ knowledge and writing work as the material for discussion. For example to
illustrate one of Barthes’s points about punctum in an image, she asked a student to share about
a revision she had made to her visual narrative that demonstrates punctum. Another technique
she utilizes is walking around the classroom during the peer review, facilitating the responses
from the students to each other.
2
Strengths of the class session:
Good inclusion of visual theory to inform the class activity. The in class writing really connected
to the goal of the class that day (to get students to take the next step in their visual design by
considering punctum). It is apparent that Ms. Jacobs designed this activity because she noticed
that students did not have this element thus far in their drafts; therefore, she designed a lesson
plan to address this for the whole class, and she gave the students language for understanding
this revision. Students were all working on the class activity. Ms Jacobs makes herself available
for guidance and assistance during peer and individual work in a manner that facilitates student
learning. Based on the assignments I saw, students created really complex and well planned
visual narratives—I was quite impressed with the projects.
Suggestions for improvement:
One consideration: use either a bigger or clearer font—the cursive was hard to read from far
away.
Follow up meeting to discuss observation:
Notes/comments:
__________________________________
Signature of observer
__________________________________
Signature of instructor
3