Appendix D

Towson University

Classroom Observation
Intern: Katelyn McCord- Mitchell.

Date: March 2, 2016

Time: 11:50 12:35
Class
Grade: K
Size: 16 +
Subject:Mathwordproblemsupto5and10.

School:
Prospect Mill Elementary School

Mentor: Breeana Merryman

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:
Objective was appropriate for all content standards, indicators and InTASC principles.
Solve addition and subtraction word problems within 10.

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

X
X

Comments:
Before class started the students were able to wiggle.
As class started the students counted numbers out loud with the video .

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
The class started with the students reviewing the numbers on the screen. Single and double digits. 3 digit numbers are the challenge numbers.
The students then counted and identified shapes. They sang a short song about some of the shape.
First think then say
turn to your friend and tell him
Think.say is an effective strategy for not allowing the student to call out.
kiss your brain
The class sings the objective in kid friendly terms.
As a motivator, the students were read one fish two fish as a cross curricular transition to word problems.

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.
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).

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

Homework assignment is appropriate.

Comments:
Small groups started out by distributing colored transparencies and the students were assigned to the different colored tables (groups).
I need you to find a chair so that you can see the screen.
Hey class, eyes on screen
Observed

In Progress

Not
Observed

NA

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

Comments:
Excellent use of the promethean board for the students to see the visuals of the numbers and the boxes for the transparencies.
Grouping was appropriate based on student math levels.
The majority of class was devoted to small groups with different objectives. (within 5 and within 10 )
Fish, (manipulatives) were given to the student to help solve the word problems.
Transparencies were the same image that was on the screen. Easy for the students to follow along.
You modeled the first problem. Consider circling the numbers in the word problem as you write the numbers below on the line.
Your hands are still in your lap
The fish were colored so the students could pull out the correct number.
The students used transferring as a strategy. They compared the number of fish pulled out of the bag to writing the actual number on the
transparency.
Remember to have erasers for the students when they are using the white boards.
More examples were shown on the screen as the children work along individually with their transparencies.
Some of the students were using their fingers as a strategy to add the numbers.
Hat, neck, then the belly
The students were asked to verbalize the word problems as you reviewed the problems on the board.
Excellent use of your adult assistant as an additional resource support.

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

X
X

Comments:
Turn to your neighbor and say great job.
The class returned to the carpet and you read the exit ticket to them. The students used the fish and the markers to complete their exit ticket.
The exit ticket consisted of 2 questions similar to the ones they completed during the class. The first two questions were up to 5.
The students were able to transfer writing from the transparency to writing on paper and pencil
Name on the paper, where does it go
Two sides on the paper, we are not there yet
On the back of the exit ticket the students were asked to make up their own problem. (Up to 5). Good extension of the skill. This was available
only if they had two smiles on their paper.
You modeled the extended problem.

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:
The students were engaged, focused and attentive throughout the lesson.

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:
Katelyn. You classroom is set up very beautifully. It has many visual prompts, aids, student work and colorful pictures to keep the students
attention and focus. Your dedication to your profession and your students is enthusiastic and evident. Its great to see the enjoyment you share
with your students.
Thank you for a nice visit.
Turn to you neighbor and say great job!

XXXXXX commendations
XXXXXX What you said
XXXXXX recommendations.