Teacher Observed: Severus Snape Date: 10 October, 1993 Class: Potions Period: First Observer: Allan McDonald
CULTURE
1. Is the teacher creating a climate that's conducive to learning and risk-taking?
2. Are the students actively responding "positively" to their peers' questions, ideas, and commentary?
3. Are the students understanding and responding positively to the teacher's instruction and guidance?
4. Are the students encouraged to take intellectual risks?
I do not believe that Professor Snape is creating a culture that is conducive to learning and risk-taking. While the nature of the Potions class requires methodical precision, Professor Snape's engagement with the students is quite harsh, inflexible, and condescending. He is obviously a content expert, but I am observing a classroom run based on fear instead of trust. Students are quick to follow directions, but do not seem to be enjoying the work.
Note: Professor Snape made observable comments that reflect a deficit-perspective and fixed mindset regarding student's capabilities. I believe it would be helpful for Professor Snape to read up on the latest educational research about growth mindset.
ENGAGEMENT
1. Is the teacher creating an environment in which there is active, minds-on, hands-on involvement by all students?
2. Are the students actively participating in the activities at hand?
3. Is student participation equitable?
4. Are the students asking questions to build understanding?
5. Are the students demonstrating active listening?
Student engagement is strong. By the very nature of Potions class, each student has their own cauldron and supplies to use, and all have the same recipe to follow. This particular course students were brewing a Girding Potion. It's clear that close reading is an important skill in this course, but often students' questions go unanswered by Professor Snape, unless they are in the Slytherin House.
Students do listen closely to Professor Snape's instructions and guidance, when it is provided. He made it very clear that he will not repeat himself, and students that need assistance after his instructions often turn to their peers for guidance in hushed whispers. I do not see much in the way of differentiation in Professor Snape's classroom. All students are given the same recipe, access to magical ingredients, and are expected to complete the task by the end of the period.
Note: I believe students would have more success in the creation of their potions with more real-time feedback and mentorship. However, I believe Professor Snape would benefit from coaching on what specific, actionable, and manageable feedback looks like.
LEARNING
1. Is the teacher creating an environment in which students can demonstrate evidence of learning?
2. Are the students demonstrating evidence of their understanding of the lesson content?
3. Are the students using relevant knowledge and evidence to form, articulate, and defend opinions or claims?
All of the students in the class are demonstrating their learning and understanding through the actual brewing of their potion. It is clear, though, that not all students are understanding why their portion may have run afoul. Prior to the start of brewing Professor Snape asked pointed questions about the Girding potion they were brewing today as well as its applications. One student in particular was eager to answer (name: Hermione Granger) and raised their hand often, but was frequently ignored.
Though students have the same recipe from the assigned text, I observed students adding ingredients at different times, stirring in different manners, and with different tools. Professor Snape spent most of his time watching silently from a distance, only walking around students three times in the entire period.
LESSON
1. Has the teacher designed a lesson that appropriately challenges students?
2. Are the students given the opportunity to work on tasks that are appropriately challenging?
3. Are students given the opportunity to complete the cognitive work of the lesson, i.e. writing, discussion, analysis, computation, problem-solving?
4. Are students given the opportunity to express learning through writing, discussion, and presentations using language appropriate to the lesson?
5. Do the questions, tasks, or assessments yield data that allow the teacher to assess student progress?
6. Does the teacher respond to the needs of the students and adjust the lesson accordingly?
7. Does the lesson have a clear, observable objective?
Professor Snape has a clear agenda and objective for each lesson, down to the letter. I would characterize his lessons as methodical, but also inflexible.
Professor Snape oversees the hands-on learning of his students from a distance. His lesson seems age appropriate, but the lack of interaction and mentorship while students are brewing their potions could result in injury. At one point a student (name: Seamus Finnigan) had his potion blown up in his face. He was not harmed, save for black smoke on his face. I believe the lesson needed some refinement, specifically in the following areas:
A. Promoting more student engagement by having students discuss prior to the brewing of the potion and afterward. I believe some time for students to reflect on their learning (such as an exit ticket) would promote greater metacognition.
B. Promoting greater social and emotional learning
C. Treating students equitably (that is, not favoring students from the Slytherin House)
D. Providing more explicit feedback and mentorship regarding the timing needed to brew potions correctly (as well as how to add the ingredients, how to properly stir, what specific coloration to look for, etc).
Guiding Principles for Teaching
(bold all that apply)
Culture: Is the teacher creating a climate that's conducive to learning and risk-taking?
The teacher provides opportunities for students to generate and evaluate multiple approaches and perspectives
The teacher establishes a climate that promotes fairness and respect
The teacher actively works to create relationships with students that are rooted in understanding their prior knowledge, life experiences, interests, and who they are as learners
The teacher asks students to reflect on the ethical implications of their work
The teacher implements a curriculum that is representative of a variety of identities and worldviews
The teacher encourages students to negotiate and lean into discomfort
Teachers and students collaborate to set goals for development borne out of growth mindset
Engagement: Is the teacher creating an environment in which there is active, minds-on, hands-on involvement by all students?
The teacher involves students in problem-solving, critical thinking, and other activities that make the subject matter engaging
The teacher cultivates an environment of active listening and collaboration
The teacher embraces students' ability to make choices and lead learning experiences
The teacher creates opportunities for students to practice the discipline at hand and create original work
Learning: Is the teacher creating an environment in which students can demonstrate evidence of learning?
The teacher collects and uses multiple sources of information to assess student learning
The teacher provides feedback and facilitates growth
The teacher creates opportunities for formative assessments and practice prior to summative evaluations
The teacher constructs authentic assessments that ask students to wrestle with real-world issues
The teacher supports students in developing metacognitive skills and to accurately self-assess who they are as learners
Lesson: Has the teacher designed a lesson that appropriately engages and challenges all students?
The teacher plans learning experiences that take into account both content and skills
The teacher uses resources, strategies, and technologies to make the subject matter accessible to students and to respond to diverse student needs
The teacher balances challenge and support as students explore new understandings and ways of thinking
The teacher asks questions and supports students in creating questions that encourage exploration
The teacher inspires students by connecting to other disciplines and contemporary issues