Towson University

Student Teacher Observation Feedback

Summary Comments Based on the Danielson Framework
Garrett Maternick
February 29, 2016
Holabird STEM Academy
4th Grade 20 Students 8:45-10:35 AM
Planning and Preparation
This lesson was well prepared to lead students to an understanding of the multiplication of whole
numbers by fractions using a variety of representations. During breakfast, a lesson starter in which
students were to write mixed numbers from diagrams was included. Using a pizza model, a quick review
of mixed numbers and the multiplication using fractions preceded the lesson as well as the introduction of
a number line. Mixed numbers and improper fractions were key terms. Students were grouped into three
groups which were to rotate every 20 minutes. Groups included word problems with the paraeducator,
visual (cheese) problems with the teacher, and math problems on the computer. The lesson concluded
with an exit ticket in which students were directed to calculate whole numbers given several fractions of a
total.

Classroom Environment
While this is a chatty class with some students with attention issues and difficult social skills, these
students like you and really want to work for you. You are providing them with increasing classroom
structure which is showing results without being oppressive. Calling out and talking to each other as they
get excited seem to be the main distracters. Dividing the class into learning groups allowed for greater
individual attention as well as greater supervision. You were wise to organize so that you and your
paraeducator taught facing the class. In that way, you were able to see all of the students. At one point,
you used the 3-2-1 attention signal which needs greater practice. Once you got everyones attention, you
asked if they had a good weekend. That got the students talking again. Think about asking that types of
question before you do the attention signal.
When you directed groups to move, they did so quickly and without disruption. You were quick to
address the couple of students who were off task. At one point, you separated two boys who had just run
out of their attention span. Think about having those students work while standing which may keep their
attention longer.
Instruction (Delivery)
Delivery of the lesson was fairly smooth. All of the activities were organized and quickly implemented.
Your review at the board was clear. Think about asking more follow-up questions to ensure complete
understanding. Pacing was a bit erratic as the 20 minutes for each group stretched to 30 minutes for the
first group which left you a little short changed for the other groups. By backward mapping your lesson,
you can include very specific time for a summary and exit ticket. As you work with students, check for
complete understanding. In the cheese activity, it was important for students to understand that they were
coming up with an answer which represented weight. The answers should have concrete meaning just as
your pizza example did. Getting students to explain their answer in mathematical terms solidifies their
understanding.
As students demonstrated that they understood the process, you had a couple of students teach other
students. Peer to peer instruction is an excellent strategy which can be very effective as well as give you
time to work with other students.

Including a brief summary of the days learning (going back to the objective) would have helped pull your
instruction together. The exit ticket was solid but would have worked better if it had been reviewed and
modeled as students immediately began to tell you they did not understand (without reading it).
Summary
Garrett, this lesson demonstrated very strong progress on your part. The lesson plan was solid, and you
delivered it effectively. You are getting the hang of classroom management as you try different
strategies to see what works best for you. These students very much like you and want to work for you. It
was obvious that you have gotten to know them and their needs. Keep up the good work.