COLLEGIAL OBSERVATION

St. Ignatius College Preparatory

A.M.D.G.
Teachers Name: Eric Castro

Department: Social Science

Observation Date: Feb. 24

Observer: Katy Dumas

The purpose of the collegial observation is to provide teachers with the opportunity to
visit other classrooms and learn from their colleagues. These observations are collegial, not
supervisory, and are intended to promote collaboration.
LESSON SUMMARY
LESSON
OUTCOMES

Assess blended learning experience (students have spent two days on their own,
independently studying WWI.)
Debate issues of WWI.
Weekly News
Vocab Quiz

AGENDA

World War One Debate

OBSERVATION
Use the space below to record what happens during your visit.

Two students give a weekly world news report. Current events were from Uganda
and England.
Eric reviews what they have been learning about on their own for two days, outside
of class.
Vocab quiz 21 terms (students review first). The quiz is taken on the iPad.
A student asks if she can re-take the quiz right away. This is allowed.
Students get in color groups and prepare for debate. (11:03)
Eric circulates the room, helping students out when they have questions.
First debate - World War One was inevitable.
Students take notes during the debate and there is an assessment assignment for
the audience.
Students struggle a bit through the first debate and Eric allows this he doesnt
jump in and help them. The students work through it and he commends both sides.

Other groups debate topics of World War One USA was justified to get involved in
the war. Treaty of Versailles was just and reasonable end to the war.
It was clear that the students were well prepared for the debates.

GENERAL COMMENTS & REFLECTIONS

In light of the principles of culturally responsive teaching, what activities, resources, or strategies did you observe
that you might be able to use in your class?

Students' cultural connections

are affirmed.
How are concepts/activities made

The fact that it is a world history course allows for many opportunities to
make cultural connections.

relevant to students
interests/experiences?
How are multiple perspectives

Students give current event news reports once a week.

included in curriculum?
How does the teacher show
appreciation for students
knowledge of their cultures?

Teacher is personally inviting.

How does the teacher demonstrate
open and trusting relationships?
How does the teacher value student

Multiple perspectives are included in the debate. Eric does a great job of
listening to both sides in an unbiased way.
Erics general demeanor is personally inviting. During the quiz he runs
around the room, answering all his students questions. He is patient and
kind with them. You can tell the students trust and like him.

input and perspectives?

How does the teachers tone of
voice demonstrate care and
respect?

Learning environments are

physically and culturally
inviting.

It struck me how little Eric spoke during class. The class runs itself which
shows how much Eric and the students have prepared.
Almost every student participated in the class indicating he values student
input and perspectives. Students feel very comfortable speaking and
participating, I believe this is due Erics tone of care and respect.
I didnt see any work showcased, but the classroom ambiance is one of
mutual respect.

How is student work showcased in

and out of classroom?
Are multicultural images, photos,
artwork, dcor displayed?
Does the classroom ambiance
exude recognition and appreciation
of culture?

Other CRT Principles

Students are reinforced for
academic development
Instructional changes are made to
accommodate differences.
Classroom is managed with firm,

Signs are posted around the room that say agree strongly, agree
somewhat, disagree strongly, and disagree somewhat. These signs set a
tone that all opinions are valued and listened to, a culturally competent
way of teaching.

consistent, and caring control.

Interactions stress collectivity as
well as individuality.

Erics class is extremely student centered and dynamic. It is obvious

students have acquired knowledge of WWI on their own, and have an
opportunity to showcase what they learned with their color groups and
during the debate. The pace is fast and the students are with him for the

entire ride.
Erics class is always in control, but with a caring and kind way. He has a
great balance of fun banter and strictness.
FOLLOW-UP CONVERSATION
After your observation, please email or meet to discuss questions or comments.

We spoke during the first part of class about the blended learning experience. We also
discussed the use of iPads and note taking during class time.

Note:
A copy of the completed observation should be placed in the Year-End Portfolios of both the observer
and the teacher. Additionally, the observer needs to provide a copy to Jeannie Quesada.