Appendix D

Towson University

Classroom Observation
Intern: Megan Grammer

Date: March 2nd, 2016

Time: 9:05 10:05
Class
Grade: 4
Size: 20
Subject:Mathequivalentfractions.

School: Jarrettsville Elementary.

Mentor: Danielle Mooney

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observed

N
A

X
X
X
X
X
X

Comments:
All objectives are aligned with appropriate standards, indicators and InTASC standards.
Identify and write equivalent fractions.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments:
The students are familiar and understand the daily routine of regrouping.
The class reviewed the schedule for today.
The class regrouped for math.
The class was given their math bin supplies as they entered class.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments:
As the students entered the class they were reminded to get their fraction cards out and a white board.
The warm up (math message on the screen ) for today was to use their fraction cards by filling in the correct number, either the numerator or the
denominator.
You modeled how the students should complete their fraction card.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.

X
X
X

Instructional activities are appropriately sequenced.

Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

X
X
X
X
X
X
X
X
X
X
X
X
X
X

Comments.
The students were directed to place their fractions cards on their desk with the picture side up. (similar to the memory game )
The fraction cards had lines only, no numbers. The students had to compare which ones are the same.
First challenge which cards look the same.
Can you say that again a little louder. Equivalent means equal
The students were then directed to the screen to look at the 3 pictures of a pizza. How many ways can the pizza be cut to show ?
What do you notice about all those pizzas? What is the same? Whats different.? Turn and talk to the person next to you. Ready to rock,
ready to roll
The students answered the question on why they are the same.
You made the students analyzed and answered the question. You used leading questions for them to extend their answers, thinking.
The students made the connection of equivalent fractions based on the visual on the board.
You showed only half the board so the students could focus on that task. The visual showed shaded portions with boxes underneath to indicate
the fractions.
Visual a little small for the students to see and count. The students answered why the fractions are equal or not. Cap your
markers sit on your hands
The students were shown how multiplication can indicate whether fractions are equal or not. You re-taught the skill again to the students who
were unsure.
Erase your boards in 5,4,3,2,1.
Back to you seats in 5,4,3,2,1.
All the students attempted to complete the cake party question. (extended learning) The question was a word problem and a picture asking how
many pieces of cake can be divided for each of the 6 groups. How about 2nds and 3rds?
Further extension was the price of the cakes.
The students used strategies of pictures and math to figure the correct fraction equivalents.

Observed

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.
Future instructional planning is based on formative data (Post observation discussion).

X
X
X
X
X
X
X

In Progress

Not
Observed

NA

Comments:
Promethean board was effectively used for interactive numbers and visuals.
You used a visual (fraction bars) to show why 5ths and 7ths cannot be equal. You went on to show other denominators can or cannot be
equivalent.
The students were divided into groups with different math activities.
The group work included 4 pages of equivalent fractions with different pictures, numbers, circles and fraction bars. The shading should be the
same because the fractions are equal
The questions became harder towards the end of the packet.
Early finishers had the opportunity to complete an enrichment activity.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments:
The cake party challenge was reviewed. The question was re-read and an example was shown on the board. 1 pc. 2 pcs. 3 pcs. You showed
each of the equivalent fractions.
Packets were handed in and will be graded only on what was completed. Cake party was put in the math folder.
Homework was assigned 7.6 in their math book.
Before the students were allowed to leave they had to do an independent, 3 question exit ticket.
The objective and accomplishments were reviewed.

ClassroomManagement
Student behavior is managed effectively.

X
X
X
X
X

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments:
Clapping was used to get the students back to their seats in 5,4,3,2,1.
The students were engaged and with you the entire period. Small groups and pairing were very effective.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.

X
X
X
X
X
X
X

Comments:
Megan you have a very warm, comfortable and inviting classroom. Your students are fortunate to have such a dedicated teacher.
Thank you again for a nice visit.
around the world is a great way to unwind at the end of class.

XXXXXXXX = commendations
XXXXXXXX = what you said
XXXXXXXX = recommendations