Department of Teacher Education & Learning Sciences

Elementary Education Program

Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor
teacher or university supervisor. It is to be submitted no later than 3 business days prior to the actual
observation along with your lesson plans.

Name: Hannah Smith Date: 10/28/17

1. What is the topic of your lesson?

The topic of my social studies lesson is economics, more specifically, about entrepreneurs and
why people decide to become entrepreneurs.

2. Why are you teaching this lesson? What is your rationale for teaching it?

I am teaching this lesson as a part of the social studies unit I am planning for Dr. Kochs class,
as well as to continue on in the students economics unit. I am introducing my students to the
standard that will be built upon to discover how entrepreneurship is used in a market economy.

3. What is your Teaching Behavior Focus? Why did you choose this?

The goal for my teaching behavior and/or actions is to provide ample opportunities for student
response. Since this lesson is an introductory lesson to the standard of why people become
entrepreneurs, there is some direct instruction that needs to be done. I think in order for the
students to make the most of their learning throughout the lesson, there needs to be plenty of
time for them to respond to the instruction, either though turn and talks, raising their hand to
share their ideas, or through non-verbal gestures to demonstrate their learning. I have planned
opportunities for them to respond throughout my teaching, as this is something I want to focus
on to make sure that I am not just presenting information to them, but rather allowing them to
make connections to the instruction in order to aid their learning and success of understanding
the standard. I also am making it a goal to call on a variety of students so that everyone has an
equitable opportunity to share and express their ideas. By further practicing my wait time, my
teaching behavior focus in previous lessons, I think I will be able to meet this focus my students!

4. Why did you design your instruction in this lesson the way that you did? Why did
you choose this way of teaching the lesson (e.g., Was the idea from a methods
course? From your mentor teacher? Another source?)

I designed my instruction in this lesson in the way that I did in order to engage and allow
students to make connections to the social studies content. I designed my lesson via Google
Slides, so that I will be able to show visuals throughout the lesson. This is something my mentor
teacher uses that has been an effective way to project the material in a way that all students can
see it and as a tool to guide the flow and sequence of the lesson. I also love the fact that you
can cover up text using shapes so that students can first answer without seeing the text, and
that you can type within the documents to engage students when discussing the material. I also
designed the instruction with lots of opportunities for students to share their ideas and with
relevant examples in order to connect to students lives.

5. As you are thinking through this lesson, what do you believe will be the most
challenging part of this lesson for you when you teach it? Why?

I think the most challenging part of the lesson will be ensuring that all students are engaged
during the discussion portions of teaching the material. Since a lot of the material is new, direct
instruction is needed; however, I have planned many opportunities for students to respond and
share their ideas so that they can make meaning of the material. In order to engage all students,
I have planned some thumb up/down for the other students not sharing to do in order to still
share their opinion. Additionally, I will redirect students attention if I notice that they are off task
or not focusing.

6. How will you know if your learning outcomes for the students are met
successfully?

I will know if the objectives/desired results have been met through a few different forms of
evidence. When the students are brainstorming and sharing ways why people become
entrepreneurs (after exploring what an entrepreneur is), this is one form of evidence that will
show me whether the objective has been met for particular students. After a student shares, I
am going to have the other remaining students put thumbs up/down to indicate if they
agree/disagree whether the students response is a reason why someone would become an
entrepreneur. Some examples of evidences that I am looking for to meet the standard include
responses such as, to serve their community or help others, to be their own boss or leader, to
make money, to solve problems, etc. I will also be able to see if the results have been met
through the students holding up their finger with the number of reason they agree with most
(from the top 5 reasons people become entrepreneurs: 1) money, 2) flexibility of being your own
boss, 3) control over decision making, 4) pick your team, 5) legacy-leaving your footprint. This is
a non-verbal way for me to see how students are connecting and relating these reasons people
become entrepreneurs to their own life. After that, I will also ask them to share their why if it is
not one of the top 5 ones presented, which allows students to continue to make understanding
of the standard. Additionally, through watching the Shark Tank video on Mos Bows, I will be
gaining knowledge on whether the objective is being met by the students when they identify the
reason why Mo became an entrepreneur. Furthermore, when students go to their seats and
start brainstorming/drawing an original product or service they could create to become an
entrepreneur, they also have to write their why behind their choice, which allows me to collect
physical evidence of each students learning. Lastly, students will recite the learning target again
at the end of the lesson and do a thumbs up/down/in the middle to self-assess how well they
think they were able to meet or understand the learning targets, which also allows me to quickly
see how each student is feeling on the content.

7. How will your classroom management support the learning outcomes?

My classroom management will support the learning outcomes, as I will provide a positive
environment that is conducive to learning for the students. I will provide students with
opportunities to share their thoughts via a turn & talk, raising their hands, using non-verbal
gestures, and through their drawing/written idea as an entrepreneur. Through setting clear
expectations for students and redirecting students attention when needed, I will be able to
ensure that students are putting their best foot forward in order to meet the learning targets. I
will use the jingle bells, counting down, 1-2-3 eyes on me, and/or We are COMBS, in order to
regain students attention when needed. When students are sharing their ideas, I will make sure
everyone else is paying attention to them and that everyones ideas are respected and
validated, especially if it is an opinion question. Overall, all of the class management strategies
that I will be using are purposeful in helping all students achieve the learning targets by the end
of the lesson.

8. List 1-3 areas which you would like for your observer to pay particular attention.
Why do you want your observer to focus on these areas?

a. Calling on a variety of students

b. Providing opportunities for student response
c. Wait time
I want my observer to focus on these areas because they represent my teaching behavior
focuses. I think in order for this lesson to go smoothly, all students need opportunities to make
meaning with the material and respond with their ideas. I will be practicing my wait time again in
order to help me ensure I am waiting to call on different students and to allow them time to think,
as opposed to just choosing the first person to have their hand up.

9. Is there anything else you would like your observer to know before the
observation?

I am excited to teach this lesson!