Somerset Academy: Emerson

Teacher Name : Subject/Grade: Lesson Plans are complete and readily available. Yes No Lesson Plans match instruction. Yes No
 

Student Focused Classroom Observation Form

Date: Time In: 1:35 Time Out: 2:05
11-12-13
30

Fagone
Math

Total time: Grouping

 

Materials Used Technology Differentiated Materials Textbook Worksheet Other: notebooks

CBC Board matches instruction. Yes No N/A CBC Board is referenced during instruction. Yes No N/A
 

Whole Group Small Group Pairs Independent

Classroom Environment
Lesson Plans on T desk, continued from week prior Objective: I will understand the effects of multiplying a multiple of 10 EQ: How can I use 10 to multiply large numbers?

Student-focused Observations
Equitable Learning Environment 1. Has differentiated learning opportunities and activities to meet his/her needs 2. Has equal access to classroom discussions, activities, resources, and support 3. Knows the rules and consequences are fair, clear, and consistently applied 4. Has ongoing opportunities to learn about their own and others backgrounds/cultures/differences High Expectations Environment 1. Knows and strives to meet the high expectations established by the teacher 2. Is tasked with opportunities and learning that are challenging and attainable 3. Is provided exemplars of high quality work 4. Is engaged in rigorous coursework, discussions, and/or tasks 5. Is asked and responds to questions that require higher order thinking (ex. applying, evaluating, synthesizing) Supportive Learning Environment 1. Demonstrates or expresses the learning experiences are positive 2. Demonstrates positive attitude about the classroom and learning 3. Takes risks in learning (without fear of negative feedback) 4. Is provided support and assistance to understand content and accomplish tasks 5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for his/her needs

Very Evident

Evident

Somewhat Evident

Not Observed

4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3


2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1

3 3 3 3 3 3 3

Active Learning Environment 1. Has several opportunities to engage in discussion with teacher and other students 2. Makes connections from content to real-life experiences 3. Is actively engaged in the learning activities

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
 

3 3 3 3 3

1.

Progress Monitoring and Feedback Environment Is asked and/or quizzed about individual progress/learning
 

2. Responds to teacher feedback to improve learning 3. Demonstrates or verbalizes understanding of the lesson/content 4. Understands how her/his work is assessed 5. Has opportunities to revise/improve work based on feedback Well-Managed Learning Environment 1. Speaks and interacts respectfully with teacher and peers 2. Follows classroom rules and works well with others 3. Transitions smoothly and efficiently to activities 4. Collaborates with other students during student-centered activities 5. Knows classroom routines, behavioral expectations, and consequences Digital Learning Environments 1. Uses digital tools/technology to gather, evaluate, and/or use information for learning 2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning 3. Uses digital tools/technology to communicate and work collaboratively for learning

3 3 3 3 3 3 3 3 3

Evidence
the last 10 minutes of I/E were observed in addition to the math lesson. s are writing idioms and creating questions with multiple choice answers. example of idiom and question format was on the board T countdown...3, 2, 1 Emani is ready her eyes are on me her lips are zipped, I know all the blue team is ready, we do need to leave but before we go, who can raise their hand and tell me what is an idiom? Who would like to add to that? literally, figuratively I love how the purple team is putting their things away s line to return to class T my class what do you get out for math? Daniel has his math notebook out Bella has her math notebook out I love it, i love it, I love it, i didn't even have to ask Btella to write down today's date in her notebook s sitting at voice level 0 raise hands to ask questions CHAMPS was not reviewed at beginning of lesson, evident that s know procedure and expectation, sitting silently writing date in notebooks, t monitors to see if done correctly and not skipping space T we are going to start our ten minute math with one of our equations written by our very own Bella. T reads problem allowed T let me read that one more time s write in notebooks t monitors s raise hands to show t work

Evidence continued.
t checks work and questions s for understanding " how many squares does each person get" s "19" T " where did you get 19 from?, i like that strategy" T not sure where to start, can you try drawing a picture? 3, 2,1 pencils down, your eyes are up here start by sharing your strategy in your group discussion director begin discussing and make sure everyone in your group gets a chance to speak, ready... go. s shares strategy as t writes on the board and questions why and how the strategy was used

Somerset Academy: Emerson

Teacher Name :

Teacher Reflection Classroom Observation Form

Date: 11-12-13 Time begin: 1:35 Time end: 2:05

Fagone

Please complete the teacher reflection section within 48 hours of receiving this document.
Students had to use strategies to multiple double digit numbers. Students had to multiple double digit numbers by multiples of 10.

Please explain the major components of the lesson?

How was this lesson modified for different learners?

Students worked in pairs for extra support. Students shared strategies for multiplying numbers. Some students used mental math while others were allowed to use notebooks for calculations. Miss Heather sat with a student who has been struggling with breaking apart numbers.

What background knowledge and skills did you assume students were bringing to the lesson?
I assumed students knew how to break apart large multiplication problems into smaller multiplication problems. I assumed most students knew their basic multiplication facts or could quickly figure them out. I assumed that students know what factors and multiple are.

Were the instructional strategies you used the right ones for this assignment? Why or why not?
I liked how the students shared their strategies in their small groups and then again as a whole class. I think it is important for them to be exposed to a variety of strategies to solve equations. I think partner work for making the multiplication towers was perfect.. The students worked with their partners to repeatedly add their factor. This was helpful for students who struggle with using multiplication strategies. I do wish that I had modeled how to use multiplication strategies to build their tower since most students used repeated addition.

What were the results of the approach you used - was it effective, or could you have eliminated or reorganized steps?
I think the approach was effective. When it came to counting by 30s, I could have written it down the first time instead of having the students go back and do it again so I could write it down.

Were any elements of the lesson more effective than other elements?
The most effective part of the lesson was when I wrote down the factor students used and the 10th multiple in their set of multiples. It took a few minutes but I could audibly hear it click with the students when they realized you just needed to add a zero.

I wish I was more organized with my materials. I should have had them gathered at the front of the room at the start of the lesson.

Did some aspects of your lesson structure need improvement?

Were the needs of all learners met? How? Why not?

6+6 I thought the needs of the learners were met. Students worked with a partner to build their multiplication towers at their own pace. They used the strategies they were comfortable with and towards the end of the lesson I introduced a new strategy (using 10s) that the students were very excited about when they discovered it.

How would you incorporate the best aspects of this lesson in the future?
I think the best aspects of this lesson were the students working together with partners and in teams. In the future I will continue to have students share strategies and answers with each other in groups.

I would be more organized in gathering materials before hand.

What changes would you make to correct any areas in need of improvement?

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