Post-Observation Conference Form - 2021 2022 Writing

Post-Observation Conference
Name of Teacher: Brandon Boyd Name of Observer: Megan Goodemoot
Planning Conference Date: 3/14/22 Observation Date: 3/2/22
Instructions: Please be prepared to discuss the following questions in preparation for the post-
observation conference. You are encouraged to bring student work, scoring guides, and/or rubrics to the
reflection conference and be prepared to discuss the following questions at the conference.
General Reflection
Overall, how do you think the lesson went and why?
Answer:
Overall, I feel that the lesson went fairly well. I feel that the students were mostly engaged throughout
and showed decent participation in the lesson as well as the times of sharing information with each
other. The students seemed to transition well as we went from our small group workshop to meeting at
the carpet a couple of times. I also feel that most of the students were working diligently at an
independent level. For the most part, I was able to focus at the conference table with a few distractions
while I was meeting with my specific writing groups. I feel that the movement and flow of transitions
went well. I feel that I was able to make my instruction and expectations very clear, and I also feel that
the students responded well to what should and shouldn’t be done in the classroom during the lesson.
They were able to follow the classroom goal very easily and accomplish what they needed to do.
Routine Events
In what ways did students meet or not meet the learning goals you established for this lesson? How
did your assessments inform your understanding of student learning?
Answer:
To assess my learning goal of forming an opinion with reasons for an appropriate audience, I needed to
see how the students were doing the action. I began by walking around the classroom to make sure
everyone was on task. Just after a minute or two passed by, I then pulled my first group (Group 2) so
they could show me what they were doing as they were thinking of and list reasons on their notecards.
In the small group, the students were having good conversations and showed a few good reasons to start
supporting their opinion. I was only able to meet with my second group (Group 1) briefly. However, I still
do feel that even though they do need additional support or extra accommodations, the students were
having good conversations and showed a couple of good reasons to start supporting their opinion. At the
end of the workshop, the students were able to share what they added to their story by reading to their
Reader’s Workshop partner. I was very happy with the results during “share time.” They loved sharing
their opinions and reasons with each other. During this time, I was observing the students' work and
collected their notecards as an exit slip to keep track of the students’ progress.
Content
● How did the strategies you used to introduce new content to students support student
learning? (DQ 2)
● How did the strategies you used to help deepen and practice their understanding of new
knowledge support student learning? (DQ 3)
● How did the strategies you used to help students generate and test hypotheses about new
knowledge support student learning? (DQ4)
Answer:
The main lesson was focusing on finding an appropriate opinion with supporting reasons for the
appropriate audience (me for their first opinion letter). After both Writer’s Workshop rotations were
over, the students got to meet at the carpet to discuss what they have written down. I feel that the
students had a really good discussion with me as I was introducing the strategy of finding good reasons
to support the opinion. I wanted to be sure they knew exactly what I expected them to do and how to do
it. Students had to discuss their opinion and reasons together. At the end of our workshop, the students
had to turn in their note cards so I could review and share them with the class at a later time.
Enacted on the Spot

Which techniques for engaging students were most successful? Which techniques were not so
successful?
Answer:
I feel that the students like to work together to come up with conclusions or answers to the learning
goal. I try to think of things to do to keep them engaged. Using sticky notes and note cards (especially at
the beginning of the unit) as an exit slip is a great strategy when having to come up with an answer to
the learning goal. At times, students do not like to participate in whole group discussions. When we are
in our small groups, I want my students to feel very comfortable. This is a time when I can hear from my
quiet students that don’t always raise their hand during our whole group meeting. At times, some of the
students have a hard time working/writing independently. I try to take the time to pull those students
frequently.
While the students are writing with me or independently, I try to make sure of positive reinforcement
throughout the classroom. I have found that consistently giving them reminders as to what they should
be doing will eventually get them back on track. Some students require me to quietly walk over when I
can and then quietly remind them to get back on track when they are getting easily distracted.
Sometimes I do have to call their name to get their attention because I cannot walk away from my table.
Usually, I do not have to use many words with a student that is off task. They realize that I’m trying to get
their attention to return back to what they are supposed to be doing.
What specific actions did you take to communicate high expectations for students? How did these
actions impact student learning?
Answer:
My expectations for my students are communicated through how the entire Writer’s workshop is
structured. I feel that my students know when I am in the front of the classroom, they are to be actively
listening and participating. They know that they are responsible for what they are learning. I am going to
deliver the information to them; it is up to them to decide what to do with that information. If they are
unsure about something, they need to inform me during the times that I am checking in. Once it is time
for students to work by themselves, they know they are supposed to be working on that task at their
designated reading spot. When I am working with my small groups, the other students know they need
to continue to work on their task and to not interrupt the lesson, unless there is an emergency. Positive
Reinforcement - They also know that I am watching so that they can earn an “Oh Yeah” which gives them
special privileges.
How will this lesson inform changes to your instructional practice?
Answer:
I am going to continue to engage my students in the way that I did with my mini-lesson, small group
meetings, and mid-workshop/closing “share points.” I will continue to have them observe me complete a
task that helps them understand what they need to do. I am always open to finding other ways that
allow students the capability to write at a more creative and independent level.

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Post-Observation Conference

Name of Teacher: Brandon Boyd Name of Observer: Megan Goodemoot

Planning Conference Date: 3/14/22 Observation Date: 3/2/22

Enacted on the Spot

How will this lesson inform changes to your instructional practice?

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