This classroom observation summary provides feedback on a 5th grade lesson taught by Inga Sharadze. The assessment did not clearly measure if students achieved the objectives. While the lesson included some group work and student choices, the language and content objectives were unclear. The assessment also did not provide evidence that objectives were accomplished. The observer provided suggestions on how the assessment could be improved such as developing a scoring rubric. They noted the lesson recovered well despite losing power but questioned where the planned assessment was.

1. English Language through Civic Education (ELCE) Program Georgetown University Center for
Language Education and Development
Module 6 Handout 10
Classroom Observation and Micro Teaching Feedback
Name:Inga Sharadze (and TLG) Grade: 5
Date: April , 2012 School: 14, Batumi
1. Which elements of a good assessment does this lesson reflect?
 The assessment measures student achievement of the objective(s) - no
 The assessment is well-scaffolded by activities – no
 The assessment contains a clear scoring rubric – no
 The assessment involves contextualized language usage (rather than a quiz or test) - yes
 Other: _____________________________________________________
___________________________________________________________
___________________________________________________________
2. How is the lesson student-centered? Pairs, group-work, students have choices, noisy, productive
3. How does the lesson reflect its language and content objectives?
Content - environmentalism; language objectives – unclear.
4. How does the assessment serve as evidence of accomplishment of objectives? - no
5. How could the assessment be improved? - no
6. How do class activities support achievement of what the assessment measures?
- It's a Small World (things we have in private and things we have share)
- groups – What will our school be in 10 years? (drawings)
− How can we improve our school?
− Students each came up with an idea, and then they chose one idea to help their school.
Then they voted which was the best idea. I liked the real world idea but was this the
assessment? Unclear.
7. How well does the scoring rubric support the assessment? - none
Post observation collaboration notes:
Interesting warm-up. Room covered in trash and students came in and split into teams to clean it up.
The power was out but Inga went on.
During the drawing exercise, students could have come up with even more practical ways to improve
the skills. Perhaps some could have drawn and then others could have come up with ideas.
I realize you didn't have electricity and you recovered but where was the assessment? I liked the voting

2. at the end but did students know how to vote? ONE vote per person.