Classroom Observation Report - Kate March 2014
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Dr. Lawrence Tai observed Dr. Kate O'Neill teaching her Organizational Behavior & Leadership course on March 12, 2014. He gave her excellent ratings in pacing learning, relating information coherently, fostering questioning skills, providing an encouraging learning environment, giving wait time for reflection, and using technology appropriately. He concluded that Kate is very knowledgeable, enthusiastic, and encourages participation, keeping students interested and motivated to engage. Her techniques ensured an excellent classroom environment.
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1) Mr. Shawn Wolfe taught an impromptu English lesson on using chopsticks to a group of students ranging in age from 25 to 55. The lesson connected students by discussing their experiences with Chinese food and culture.
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Classroom Observation Report
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2) Students actively participated in the discussion and demonstrated using chopsticks. They helped each other and accomplished the goal of picking up objects with chopsticks in their own styles.
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The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
PPT-LESSON-PLANNING.pptx
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
PPT-LESSON-PLANNING.pptx
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
Classroom Observation Rating Form for Jessica Mitchell by Heide Temples
Jessica Mitchell was evaluated for her NURS 4110 course presentation on pediatric neurology. The evaluator observed 38 students present and rated Jessica highly in all categories. Specifically, Jessica effectively engaged students by having them analyze case studies, text similarities and differences on slides, throw a ball to answer questions, and pair up to write nursing diagnoses. The evaluator recommended Jessica increase eye contact with all students and visually use wall slides instead of the computer screen. Overall, Jessica received an excellent rating for preparing and presenting the pediatric neurology content.
A good language teacher Presentation
PowerPoint presentation on one of the texts we had to read for the subject Practice II. It was titled "The Good Language Teacher".
Action research presentation posters 280618
The researchers investigated techniques to embed independent learning in students. They experimented with several strategies including setting assignments on Google Classroom with success criteria and timelines. Students had to complete video feedback and attitude tests. In history classes, students were given essay questions that allowed for variety to encourage independent research. The goal was to test if engagement and marks would improve with less teacher input. One approach involved setting a biology assignment on Google Classroom with targets and assessments. Students provided video feedback on their progress weekly. Attitude tests were given before and after. The researchers aimed to determine if their students could work independently and if it promoted success. They also considered what effective independent learning looks like.
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Classroom Observation Rating Form for Jessica Mitchell by Heide Temples
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More from K. Kathleen ("Kate") O'Neill, Ph.D.
k kathleen oneill CV LSM 20160814
K. Kathleen O'Neill has extensive experience leading graduate business programs and currently serves as the Director of the Master of Strategic Leadership program at Mount Mercy University. She holds a Ph.D. in Leadership and Change from Antioch University and has received several teaching awards. Previously, she was the Director of the eMBA, MSIB, and MMIB programs at Zayed University in Abu Dhabi, where she oversaw operations, ensured high quality instruction, and implemented a knowledge management system.
K. Kathleen O'Neill LoR RA 2012
This letter endorses Kate O'Neill for her work as a colleague and mentor within the College of Business at Zayed University. The letter writer details how Kate mentored her as a new instructor by sharing her effective lesson plans and classroom activities for a business communication course. As a result, the students enjoyed the course and improved their communication skills. The letter also states that Kate continues to mentor the writer's development as a researcher by working together on a project and encouraging her to expand her professional research skills. The letter closes by praising Kate as a wonderful asset to the College of Business for being easy to work with, supportive, and highly qualified.
K. Kathleen O'Neill LoR PC 2012
Farah Leisure Parks Management LLC and Ferrari World Abu Dhabi wrote a letter praising Kate O'Neill for her constant assistance and support with their leadership development programs, emiratisation plans, and providing immediate responses focused on Abu Dhabi's growth. The letter notes that Kate has been a prime source of inspiration and clarity as a new leader in Abu Dhabi. They first met Kate at an AmCham seminar, and she has since assisted them with potential applicants and coached them through the hiring process. The letter states that if more people in the region provided the clarification, wisdom and positive actions of Kate O'Neill regarding leadership and local matters, they would all be better off.
K. Kathleen O'Neill LoR JZ 2013
Dr. O'Neill received a letter from John Zerio congratulating him on his new position as director of Executive Programs at Zayed University. Zerio praised how Dr. O'Neill quickly addressed issues with Blackboard and got participants to argue their cases over email to avoid conflict. Zerio also thanked Dr. O'Neill for obtaining resources and ensuring infrastructure worked for Zerio's weekend course, despite it taking three 10-hour days away from other responsibilities. Zerio expressed hope that Dr. O'Neill would lead the university's accreditation process, and that the program's quality deserves global recognition.
K. Kathleen O'Neill LoR JZ 2008
This letter provides a strong endorsement for renewing Dr. K. Kate O'Neill's contract. The letter writer, John Zimmerman, has worked with Dr. O'Neill for over three years and describes her as a talented, dedicated academic. She is admired by faculty, administration and students for her work in the classroom, service to the university, and research. Dr. O'Neill has been recognized multiple times for outstanding teaching and serves tirelessly on various committees. Having recently earned her PhD, she has begun a productive research agenda that will grow as she focuses more on research. The university is fortunate to have Dr. O'Neill as a faculty member.
More from K. Kathleen ("Kate") O'Neill, Ph.D. (17)
Classroom Observation Report - Kate March 2014
- 1. Name of observed faculty: Dr. Kate O’Neill Name of observer: Dr. Lawrence Tai Date of observation: 12 March 2014 Course observed: BUS 663 Organizational Behavior & Leadership College of Business Classroom observation report 2013/14 Notes to the observer: Please obtain the course syllabus in advance to get a general sense of the context of the session. Please make notes of specific behaviors (critical incidents) that can explain your rating. While the observation sessions are probably pre-arranged, please observe as a “fly on the wall”, not as a participant in the session. Please announce your purpose at the start of the session to the students: observing and reporting on the teaching of the faculty, not the behavior of the students. Rating: 1 = Excellent; 2 = Very good; 3 = Good; 4 = Needs improvement; 5 = Needs considerable improvement; N = not observed Please complete the observation sheet (on the next page), transfer the ratings to the summary here below, and add a brief conclusive statement. Please send a copy of your report to the observed faculty before 31 March 2014. OBSERVATION REPORT SUMMARY: 1. Reviews learning objectives at the start and end of class Rating: N 2. Paces learning & relates information to a coherent, integrated whole Rating: 1 3. Asks for reasons for student's views; uses & fosters good questioning skills Rating: 1 4. Provides an encouraging environment where it is safe to make mistakes. Rating: 1 5. Provides wait time to reflect about questions Rating: 1 6. Uses educational technology as a teaching aid where appropriate. Rating: 1 7. Takes appropriate action to manage student behavior in the classroom Rating: 1 Overall impression and conclusion (maximum 500 words) It was evident that Kate is very knowledgeable and enthusiastic in the subject she teaches. She encourages participation which helps keep the students interested in the class discussion. They were clearly very relaxed in the classroom and motivated to ask and respond to questions. Overall, I found Kate’s class enjoyable and refreshing and her techniques for interacting with the students ensured an excellent class environment. Observation sheet on next page
- 2. OBSERVATION SHEET 1. Reviews learning objectives at the start and end of class Rating: N Critical incident that explains this rating: This class was scheduled to run from 8:30 am to 3:30 pm on the teaching observation day. I was not in the classroom at the start or end of the class. 2. Paces learning & relates information to a coherent, integrated whole Rating: 1 Critical incident that explains this rating: Kate emphasized key points of the lecture and used relevant examples (including UAE examples) to make her explanations clear. She checked at regular intervals to make sure that the students understood the concepts being presented. She controlled the pace of delivery very well. Class time was used effectively for making major points and for drawing logical connections between different parts of the lecture. 3. Asks for reasons for student's views; uses & fosters good questioning skill. Rating: 1 Critical incident that explains this rating: Kate constantly asked for students’ views of the concepts being presented and questioned them for the reasons supporting their views. 4. Provides an encouraging environment where it is safe to make mistakes. Rating: 1 Critical incident that explains this rating: Kate clearly has an excellent rapport with the students. The class was interactive involving questions and answers. Students were encouraged to answer questions without having the fear of making mistakes. 5. Provides wait time to reflect about questions Rating: 1 Critical incident that explains this rating: Kate motivated the students to question the information being delivered. She paused and checked to see if the students understood the concepts being presented 6. Uses educational technology as a teaching aid where appropriate. Rating: 1 Critical incident that explains this rating: Kate made good use of educational technology to support teaching. She used both PowerPoint slides and white board to assist her explanations of the concepts. 7. Takes appropriate action to manage student behavior in the classroom Rating: 1 Critical incident that explains this rating: Kate was mobile in the classroom to encourage student participation while being able to monitor the behavior of the students. She looked around the room often. She asked various questions to keep them on task.