Teacher Observed: Remus Lupin Date: 14 November, 1993 Class: Defence Against the Dark Arts Period: Third 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?
Professor Lupin did an excellent job creating a low-stakes atmosphere of risk-taking that put students in control of their own learning. While there was not much peer-to-peer interaction, each student was attentive whenever another interacted with the boggart in the wardrobe. Professor Lupin modeled the incantation of the spell (first without wands) and had a student volunteer (name: Neville Longbottom) walk through the exercise as a demonstration for the whole class. There was much excitement to form a line to perform the incantation on the boggart and students were attentive and laughing as their peers reimagined their fears into more light-hearted fare.
Unfortunately, Professor Lupin abruptly ended the lesson after only three students practiced the incantation. With easily 20+ students remaining, there was a real sense of disappointment at the ending of the lesson.
I can't help but question whether Professor Lupin could have done Professor Snape a professional courtesy by asking Neville to think of another fear. Seeing Professor Snape in an older woman's clothing was disarming and the laughter of the students made me question the dynamics that existed between the two teachers, as well as between the students and Professor Snape.
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 got off to a strong start with a brief explanation and question and answer about boggarts, practicing the incantation without wands, and watching the demonstration. However, only 3 out of 20+ students actually participated in the lesson, a far cry from full and equitable student participation. Professor Lupin seemed to stop the entire lesson for a particular student (name: Harry Potter)?
I believe more forethought could have been given to the lesson, especially if there were concerns about particular students completing the exercise in front of their peers. In fact, I would recommend in the future that the Professor survey students in preparation for this lesson to get a sense of who should or should not participate and identify if there are any students that want to sit out, due to the possibly traumatic nature of reliving their greatest fear and having peers know that information.
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?
Of the 3 students who participated it was clear that they were able to demonstrate their evidence of learning. However, because the class ended 45 minutes early, the majority did not have a chance to use or demonstrate their knowledge.
I will be back to observe Professor Lupin's class next week.
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?
I do question the pedagogical purpose of having a student's greatest fear now known to their peers, as this exercise could be a deeply personal and traumatic exercise. In terms of social and emotional learning I would not rate this lesson terribly high, and advise that Professor Lupin reflect on whether this lesson could be done.
Note: it is good that students have an authentic audience to demonstrate their learning to- that has shown to improve motivation and engagement, but I question whether it is appropriate that the audience (a students' peers) is a good thing when the knowledge being shown is also a deep personal fear.
Professor Lupin fostered a culture of trust, hands-on learning, and risk taking in a way that promoted greater student engagement. However, I believe the lesson needed some refinement, specifically in the following areas:
A. Timing and pacing of the lesson
B. Promoting more student engagement in practicing the incantation, either with or without the boggart
C. Promoting greater social and emotional learning
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