Bondurant-Farrar Community Schools

Artifact
Artifact Title: Pre-Observation Form
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 4 Uses strategies to deliver instruction that meets the multiple learning needs of
students.

a.
b.
c.
d.

Aligns classroom instruction with local standards and district curriculum.

Uses research based instructional strategies that address the full range of cognitive levels.
Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
Engages students in varied experiences that meet diverse needs and promote social,
emotional, and academic growth.
e. Connects students prior knowledge, life experiences, and interests in the instructional
process.
f. Uses available resources, including technologies, in the delivery of instruction.

I chose this artifact to show:

X strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
For each observation I have completed a pre-observation form. On this form I discuss what exactly I plan to
teach, how I plan to assess it, and how it aligns with district and curriculum standards. In this example, I
taught a math lesson from the GoMath! curriculum adopted by the district. The standards used in GoMath!
align with the Common Core which the district also aligns.

Reflection on artifact:
The lesson, which this pre-observation form discusses, went very well. The standard taught and assessed here
was Common Core Standard 4: Use place value understanding and properties of operations to perform multidigit arithmetic. The students were applying basic multiplication fact knowledge to multiply by a 2-digit
number. Each 2-digit number was a multiple of ten. Students were taught to cover up the zero(s), compute the
basic fact, and add the zero (s) back into their final answer. My students who were fluent with their basic facts
were very successful; the students who struggled with basic facts had more errors.
Next year when I teach this lesson I want to spend more time discussing what the zero were covering up
means. I want students to have a solid understanding that we are multiplying by sets of ten. I believe this will
benefit students in the next chapter. When teaching 2-digit by 2-digit multiplication students seemed to
struggle with understanding we were multiplying by sets of ten. I feel that further discussion early on will lead
to a deeper understanding later.