LOR TOOM

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Touro College *

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Jan 9, 2024

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LEARNING OBSERVATION REPORT Observer Melissa Terranova Date: 11/19/2018 Location: Classroom Type of observation (circle): Cognitive Emotional/Social Learning Description of the Context Child’s name: Jordan Nuance Child’s age 11 years and one month Child’s grade: 5 th Grade Child’s academic achievement: Jodan is struggling in all areas of Education Child’s main academic interests: Math Child’s relationships with classmates: Jordan has only a few friends Child’s relationships with the teacher (other authorities): Jordan is regressing his refusal to do work has increased since the beginning of the school year. He does not listen to any of the teachers in the classroom as well as the teaching assistant. Socio-economic status of the child’s family: Jordan comes from a middle-class family. Child’s family composition Jordan lives at home with his mother, sister, and grandmother. Child’s family atmosphere N/A Child’s relationships with relatives N/A Presence/absence of child’s special need(s): According to his co-teacher   Comprehension Goal  Decoding Goal  Computation math goal  Presence/absence of IEP or any therapy sessions Jordan has an IEP that classifies him as having a “Learning Disability”. Academic IEP as well as Behavioral  Sees the school physiatrist 3 times a week.  Goes to reading services 3 times a week.  Co-teaching classroom gets 2 ½ extra of coteaching.  Jordan has a one to one. 
The sequence of the child’s activities under observation I chose to observe Jordan in a writing lesson. Ms. Liberato’s is teaching the students how to write a personal essay. The main task the child is accomplishing while being observed (describe in detail) The main task is to observe how Jordan understands new material/skill presented during this writing lesson. During my observation I focus on whether Jordan understands the objective and if Jordan is able to work independently, or does he require extra guidance? Something else what observer believes is important to know about the child. Jordan struggles the most with writing. I work with Jordan every other day for writing lessons it is always a hard time to complete each lesson and task that Ms. Liberato’s assigns. He also has difficulty focusing when the teacher is speaking. Jordan remains to be the subject of my continuing observation. On November 19 th, 2018, I conducted my third and final learning observation in an academic setting. Jordan is a 5 th grader and goes to Birch Elementary school in Merrick, New York. He is eleven years old and comes from a middle-class background. Jordan lives at home with his mother, grandmother, and sister. Jordan’s sister is a 6 th grader and attends Birch School, she struggles academically as well. Jordan’s teachers describe him as being defiant, shuts down when he is unable to do certain things that he wants to do. He does not communicate effectively with his peers. Any instance of engaging in reciprocal conversation by asking at least one question with a full sentence in the absence of maladaptive behavior, particularly when presented with non-preferred tasks or situations. Jordan struggles with both reading and writing. He nevertheless enjoys math, although it is sometimes challenging for him. He has a comprehension goal, computation goal, and a decoding goal. He is passionate about certain things, according to Ms. Liberato’s, but he gets angry easily when he doesn't understand new material. Jordan becomes demotivated while learning new material. Jordan enjoys receiving praise from his teachers and friends and is most successful when he completes his assignments correctly.
Description of Child’s Activities/Actions Comments What an observer sees (it is reality, it is objective) What an observer thinks about it (subjective opinion and interpretation) 1. 1:20 P.M. Ms. Liberato’s asks all the students to come sit on the carpet Jordan refuses to come to the carpet. 2. She ask’s Jordan to come to the carpet three times. He finally comes. She starts to explain the objective for writing for the day. Jordan seems annoyed and is not looking at the smart board. Jordan seems distracted and disinterested . 3. Ms. Liberato’s says they will write a personal essay about something that has happened recently in their lives. Jordan looks down and is not paying attention. Mrs. Terranova redirects him to look at the board. 4. Ms. Liberato’s explains that they will need to include a beginning, a middle, and end. 5. She then asks for an example by a student to share what they will be writing about. Jordan seems engaged . He raises his hand is excited to share his idea for his personal narrative. 6. Mrs. Liberato’s tells Jordan that his idea for his personal narrative is a good one and to use it. Jordan is happy that the class and his teacher praised him. He smiles and does a little dance. 7. She now demonstrates a full example on the smart board of a personal narrative including the beginning, middle, and end. Jordan is starting to get unfocused again. 8. Mrs. Liberato’s asks the students to go back to their seats and start their personal narrative. She hands out directions on writing a personal narrative. She puts a timer for 30 minutes on the board. Jordan does not go back to his seat. Mrs. Terranova asks Jordan to please go back to his seat, but Jordan refuses again. 9. Mrs. Terranova tells Jordan he can sit on the high-top table in the back of the room. Jordan shrugs but goes to the high-top table and sits down. 10. He does not begin his work. Mrs. Terranova redirects Jordan. He says, “I do not want to do this”. Jordan looks muddled. He looks around the room and he see his peers writing a lot. 11. Jordan slams his head on the table and closes his eyes. This is what Jordan does when he doesn’t understand how to start an assignment and notices other students around him Jordan seems stressed and looks disheartened. This writing seems to be out of his current ZPD , but just in reach. Liel is showing signs that he is in need of support from his teacher. 12. Mrs. Terranova asks if she can sit next to Jordan. He says ok.
13. She grabs the notebook and personal narrative sheet. She asks Jordan “if he wants to do this together”. She asks Jordan to reread the learning objective and asks Jordan to tell her more about what he will make his personal narrative about. But he is still confused as to where to start. Mrs. Terranova is using the Scaffolding technique called teacher prompting by providing help to Jordan to allow him to reach his ZPD since this is new information to him . She is acting as the More Knowledgeable Other (MKO). 14. Jordan reads the learning objective and then starts to explain what he is going to write about. Mrs. T, “my personal narrative is about the time I went to Starbucks with my mom and couldn’t get my favorite drink”! As he is explaining his story again his face starts to light up. Vygotsky’s theory is seen here. Social interaction is vital to the development of young children. 15. Mrs. Terranova asks Jordan what the first thing is we must do. Jordan says, “We must first create an introduction for the story.” 16. Mrs. T tells Jordan great job! Now what is a good first sentence does you think to start your essay. Jordan says how about, “I will never forget the time I went to Starbucks with my sister and mother. Mrs. T says awesome love it! Let’s write it down ! Jordan can focus and understand better when Mrs. helps to guide and prompt him. 17. Jordan does not like to write things down because he struggles to spell many basic vocabulary words. Jordan starts to shut down again. 18. Mrs. T helps Jordan tap out certain words to such as “never” and “went” to help him write his first sentence. Mrs. is using another scaffolding technique to help Jordan spell words. Jordan likes it when Mrs. is helpful. 19. Now it is time to write the rest of the paragraph you can do it! says Mrs. Jordan seems to shrug but he keeps going. Just by praising Jordan and telling him he’s got this is a way to keep him motivated and engaged and not distracted. 21. It is now time for the next paragraph. I start to see Jordan gazing off. I ask Jordan if everything is ok. He says again, “I don’t know what to write.” It seems that Jordan is confused again and feeling disheartened . 22. Mrs. T suggests a narrative graphic organizer to help put all his thoughts together. Jordan nods yes. Mrs. T is using another scaffolding technique to help Jordan plan the rest of his essay. 23. Jordan is listening to Mrs. T as she is explaining how to use a narrative graphic organizer. Again, we see Mrs. T is acting as an MKO for support and assistance .
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