This document provides guidance for observing Common Core classrooms. It instructs the observer to establish expectations and note differences between Common Core and non-Common Core classrooms. Observers are asked to identify their top 3 expectations for what students and teachers will be doing and hearing in a Common Core classroom. The document then has observers watch video clips and analyze what they see in relation to their top 3 expectations, allowing them to modify their expectations based on evidence from real classrooms. The goal is for observers to gain insight on Common Core classroom routines, teaching strategies, and student engagement.

1. 1
Observing the
(Common Core)
Classroom

2. 2
Why observe?
• Routines, classroom management, use of time
• Teaching strategies
• Provide insight from an “outsider” perspective
• See how students respond, react, engage: see
how students learn

3. 3
Taking stock
• What are your expectations for the Common
Core classroom, and why?
• How does the Common Core classroom differ
from the non-Common Core classroom, and
why?
• List the top 3 things of students and/or
teachers you expect to see and hear in any
Common Core classroom

4. 4
A little monkey business
Monkey Business (http://www.youtube.com/watch?
v=IGQmdoK_ZfY)
•We are all guilty of “selective attention”
•Now You See It: How Technology and Brain Science Will
Transform Schools and Business for the 21st Century,
Cathy N. Davidson
•Think about what you want to see and what you expect
to see
•Think about how best to know what you should see
and/or look for

5. 5
Taking stock
• What are your expectations for the Common
Core classroom, and why?
• How does the Common Core classroom differ
from the non-Common Core classroom, and
why?
• List the top 3 things of students and/or
teachers you expect to see and hear in any
Common Core classroom

6. 6
The top 3
• Discuss with your colleagues what each of your
top 3 look like and/or sound like in the
classroom; that is, how you know you have
observed any one or all of your top 3
• With your colleagues, draft a 3-point scale rubric
for each of your top 3
• Feel free to amend your top 3
• Feel free to make notes of additional qualities or
characteristics you might want to observe

7. 7
Preparing for observation
• Create a graphic organizer for your top 3 for each
of the video clips we’re going to watch
• Develop your own or work with colleagues at your
table
• We will share out your graphic organizers to
repurpose ideas and perspectives on observations
and observation criteria

8. 8
To the video

9. 9
• Laura Kretchmer teaches her 5th and 6th graders
the meaning of division by fractions.
• She also lets them make their own discoveries by
working with partners to solve a problem.
• Laura says the new standards have empowered
her to focus on helping students master thinking
and self-directed learning, as well as skill
building. As a result, she says teaching and
learning math has become much more engaging.
• For the Love of Math (http://bcove.me/0c9nhanz)

10. 10
Review and discuss
• What did you observe? What did you hear?
• What correlated to your top 3 and in what ways?
• What seems to be making the most difference in
student learning?
• What would you change about your top 3, and why?

11. 11
Teaching Channel
• Kick Me
• Differentiating with Learning Menus
• My Favorite No
• College Talk: Improving Students’ Vocabulary
• When Lesson Plans Fail

12. 12
Review and discuss
• What did you observe? What did you hear?
• What correlated to your top 3 and in what ways?
• What seems to be making the most difference in
student learning?

13. 13
Review and discuss
• What did you observe? What did you hear?
• What correlated to your top 3 and in what ways?
• What seems to be making the most difference in
student learning?
• What would you change about your top 3, and why?

14. 14
Why observe?
• Routines, classroom management, use of time
• Teaching strategies
• Provide insight from an “outsider” perspective
• See how students respond, react, engage: see
how students learn

15. 15
Taking stock
• What are your expectations for the Common
Core classroom, and why?
• How does the Common Core classroom differ
from the non-Common Core classroom, and
why?
• List the top 3 things of students and/or
teachers you expect to see and hear in any
Common Core classroom

16. 16

17. 17
Elaine J. Roberts, Ph.D.
dr.ejroberts@yahoo.com
ejroberts@p20partners.com
Skype: ej_roberts
Twitter: elainej
www.irreverent-learning.com