Avila University

School of Education

 Faculty Classroom Observation

Faculty Member:      Dr. Andria Stokes    

Observation Date:    June 12, 2013

Semester:                  Summer 2013

Course:                      ED 320:  Technology in Education

Lesson Topic:            Creating On-line Learning Communities / Finding Applications & Resources

Observer:                   Dr. Karen Garber-Miller

Dean in the School of Education, Avila University

Lesson Observation

Lesson Planning & Organization: 

Dr. Stokes began the lesson with a brief review of previous content (anticipatory set).  She reminded students about an ongoing assignment to create on-line learning communities in groups.  She planned and delivered a brief quasi-lecture explaining why on-line learning communities can be powerfully used in the classroom (instructional input).  She designed a technology-based scavenger hunt intended to allow prospective teachers to find applications and resources for use within their on-line learning communities (guided and independent practice).  She then demonstrated techniques (modeling) to show students how to find and use various technology-based resources.  Finally, she involved them in a debriefing exercise when they had completed the scavenger hunt.  Dr. Stokes’ lesson was well-planned and organized to meet students’ learning needs.

Questioning Strategies:

Dr. Stokes asked many questions throughout the lesson to check for understanding and guide learners in their thinking and hands-on practice.  She asked questions to encourage initial responses, expand participation, extend ideas and redirect discussion.  When students posed questions, she often responded to them with further questions to help them discover their own answers.  In listening for questions asked at various levels of Bloom’s cognitive taxonomy, I noted comprehension, application, analysis, synthesis, and evaluation level questions. 

Instructional Methods & Variety:

Dr. Stokes used a well-rounded variety of instructional methods and strategies in her lesson.  These included quasi-lecture, discussion, gaming/simulation, inquiry-based problem solving and cooperative learning.  The mixture of strategies worked well for the extended block session.  Students were able to maintain focus with sustained activities for distinct periods of time yet engage in many different types of learning throughout the morning.

Technology Integration: 

Nearly every element of the lesson involved technology integration (as appropriate for ED 320: Technology in Education).  Specifically, she provided information about the pros and cons of gaming in the classroom.  She explained and demonstrated the ways QR codes can be used in instruction.  She provided students with extensive information and practice in using the Canvas Learning Management System.  She also engaged teacher candidates in a technology-based scavenger hunt. 

Student Engagement:

Engagement in the lesson was high for all but one student.  I believe this was the case because Dr. Stokes used many strategies to help candidates relate to the information in personalized ways.  She provided detailed explanations as to why they were learning the procedures and when/how they would be able to use the strategies in their own specific teaching contexts.  Dr. Stokes introduced the gaming activity by explaining the history of the scavenger hunt as a party game.  For the benefit of the non-native learners in the classroom, she explained how the game worked in former days with youth going door-to-door to collect items related to a theme or purpose.  She built background knowledge and elaborated on how the game could be applied to technology and used to fully engage learners.  Dr. Stokes had one student in the class who clearly was not prepared or fully engaged.  She handled the challenging student with ease.  She continued to remind that student about the need for daily preparation and engagement in order to succeed in the course.  She reminded the student that only in a one-on-one discussion outside of class time would it be appropriate to debate evaluation comments.  Dr. Stokes remained poised, tactful and calm in dealing with the non-engaged student.  Her demeanor helped to keep the entire class engaged and productively moving forward.

Reinforcement Activities & Assignments:

Students were given an ongoing assignment throughout the course to create on-line learning communities in groups.  It was obvious from the instruction and discussion that Dr. Stokes was monitoring their progress, facilitating their movement forward on the assignment and providing guidance as their ideas took shape.  She also used the daily activity of having students complete the scavenger hunt.  At the conclusion of the practice activity, she reviewed each task and the resources students found with them.  The extensive debriefing also resulted in many added teaching moments.

Areas Of Instructional Strength

Dr. Stokes’ energy and creativity in the classroom stood out.  She effectively used referent and expert power sources to command attention and encourage cooperation.  Throughout the lesson she moved many times around the computer stations to work with each group individually.  She posed probing questions and approached each team with energy that was infectious.  Students seemed very comfortable in asking her questions and receiving her feedback

Dr. Stokes effectively integrated technology throughout the lesson.  Her efforts in this area further the School of Education’s on-going technology focus.  Dr. Stokes is helping teacher candidates know how to best integrate technology from a design perspective.

Another hallmark of Dr. Stokes’ lesson was hands-on involvement/engagement.  It is obvious that she is fully committed to making lessons fun, engaging, and meaningful for teacher candidates. 

Areas of Professional Focus for the Future

Dr. Stokes did a quality job with her lesson preparation and presentation.  I encourage her to continue her efforts to keep technology integration in the forefront as she works with teacher candidates.