Instruction : Module 2 EDSN  657

Follow a child in your classroom for an hour. If you are unable to find a classroom you may choose one of the attached videos. Using Low Inference Note Taking submit an observation.

As a general rule, your submission should be in Times New Roman of 12 font, double-spaced and two pages long following the APA style. If there is template to complete, you need to try to follow same requirements.


Additional Directions:

You need to use the attached document as guidelines for the observation.

  1. Observe one child and take notes
  2. Complete the assignment:
  3. use a chart format (see a sample in the attached file) – I am giving you an option: you can do every minute or you can do a span; you may follow an example in the attached file and create your own chart.
  4. write a report: an introduction, summarize your observation and write a conclusion – it has to be in a narrative format.
  5. upload a report and a chart
  6. please note that you are expected to follow a sample of a strong low-inference note that is provided in the file attached.
  7. you can record your observation by every minute or by increments of five-minute activities (or 3 minutes, etc.). I am leaving it up to you to decide what works best for you as long as have provided information allowing the reviewer to see the picture clearly.

Small Group Oral Language Sample for Early Childhood Education

The length of the assignment should be at minimum three double-spaced pages in Times New Roman of 12 font.

observation-and-feedback-cycle-best-practices-low-inference-notes.pdfDownload observation-and-feedback-cycle-best-practices-low-inference-notes.pdf

Introduction to Low Inference Note Taking




I have observed the video lesson “Small Group Oral Language Sample for Early Childhood Education.” In the lesson were participating three students. Based on the information that was provided in the video, the teacher taught a short lesson for language development. My observation was pointed on Daniel’s learning and behavior.

The teacher begins the lesson by introducing hula hoops to students and asking what this is. She placed two yellow hula hoops on the floor and indicate them as block center and art center using the photo cards. The teacher prepared a bag with many items from each center, such as blue block, green block, street sign, cow, airplane, colored paper, paints, highlighter, feather, sizers, and crayons. The teacher shakes the bag and got the student’s interest in what is inside of it. First, the teacher took two objects from the bag (one at a time) and asked students what is it, in which center the students can play with it and how they would use it in the center. Second, the teacher asks students if they would like to pick the object. Daniel was the first one who took the paints out of the bag. He was a little bit shy and was looking at the teacher to ensure he is doing everything right. Once the teacher shakes her head that Daniel is on the right way, he placed the paints to the art center. The teacher asked David what he would do with the paint in the art center. Zoe and Melanie answered that they would paint, and Daniel shakes his head. Then, it was Zoe’s and Melany’s turn to pick the object from the bag. Daniel becomes more confident and got more open in his answers. He begins to talk and give answers when girls were not giving the response.

When the students took the second turn to choose the item from the bag, Daniel was excited and involved in the activity. He begins to give more open answers. The teacher told him that he is very funny. Then, the teacher gave each student one item from the bag and asked to choose the center where it belongs. Then, they discussed how this item could be used in a center that it belongs to. Finally, the teacher praised students by saying, “nice work, my friends.” She closed the lesson by repeating what was done during the activity by explaining to students that they sorted the items to block and art centers. The teacher expected the students to finish the sentence that she is saying to check their comprehension. At the end of the lesson, the teacher shakes the hands of every student using eye contact to praise.

In conclusion, the students demonstrated a good understanding of the activity. Throughout the lesson, Daniel became more self-confident and motivated. Daniel was trying to get individual attention from the teacher during the lesson and was very happy when he got it. Based on the information gathered from the observation, Daniel has good academic skills, can apply verbal expression, follow the teacher’s instructions, and volunteer to answer teacher’s questions. Daniel’s weakness is that he is impatient.


Time Teacher Actions Student Actions
0:04 The teacher directs the student’s attention to two hula hopers in her hands and asks, “Do you know what those things are?

The teacher places the hula hoppers on the floors and says that something will go in each circle.

Daniel pointed out that the subject in the teacher’s hands is yellow, but did not name it.
0:25 The teacher says that she came to the Ms. Virginias class with some stuff in her bag and shakes it. Students get interesting in what is inside of the bag.
0:42 The teacher shows two papers (one at a time) and asks, “What’s that center you could choose to play?” A teacher then explains that she took some things from each center and put it in her bag. Daniel is participating in identifying the art and block centers that are presented on a paper.
1:11 The teacher gets a highlighter from the bag and says, “Here is one thing that I took, do you think it’s something that I would use in block, or it’s something I would use in art center?”

After the student identified the center, the teacher asked, “What would I do with this?”

The teacher gets another item (square) from her bag and say, “do you think it’s from block or art center?”

The teachers listen to student’s answers and then looked at David and ask, “What do you think, do you think its block, David? You think blocks too.”

The teacher says, “What would I do with that?’

David is carefully listening to a teacher, but do not answer.


After the teacher paid individual attention, David starts answering and become more active.


David said, “I think block, there is another square here” and pointed on the hula hoops with the block sign.


David participates to list the things that he can do using the square in the block center.

2:15 The teacher asks students to take their turn and pick up something from the bag.


Teacher guiding every student.




David was the first who pick up his item from the bag. He was very enthusiastic and chose the right-center where the item belongs to.


Melanie was timid during her turn, so David wanted to answer for her.


David said where the items would go and pointed to the block center and then for the second item to the art center.

4:38 The teacher asks students to take another term and pick up the object from the bag.


The teacher asks every student what center the picked object will go and how it can be used.

David is excited to participate in the activity.


David got an airplane from the bag and put the object to the block center.

He showed that he would make the airplane fly.

6:58 The teacher passes an object from the bag to each student and asks to put it in the center where they can use it.


The teacher asks students what they could do with these objects.

The teacher asks David, “what do you think we could do with the cow in the blocks’ area?


The teachers ask David, “how would you play with it?


The teacher helped David identify another way of playing with the cow in the block center by building the cow’s house.

David got a cow from the bag. He looks a little bit confused for a second but then puts the cow to a block center.


David says that he will play with a cow in the bock center.



David says, “like that” and shows by his hands that he would walk the cow.

David is smiling and make the cow noises.

8:49 The teacher says, “Nice work, my friends. Today, what did we do?”

The teacher points to the paper in each hula hoop and wants the students to say what sign they saw.

The teacher says, “We took things out of the bag, and we sorted them.” The teachers point to each center and say, “something belongs in the… center, and something belongs in the… center.”

Students are smiling and listing to a teacher.

Students are finishing the teacher’s phrase and demonstrating their understanding of what they were doing.

9:32 The teacher shakes a hand of each student with eye contact and says,

“Nice job Melanie.”

“Nice job Zoe.”

“Nice Job David.”

The teacher said, thank you to her students.

Students say goodbye to the teacher.


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