Teacher: Math Intervention Observed By: Karan Hughes
Class Information: 3rd Grade Observation Date: 4/7/2017 Start Time: 9:00 AM End Time: 9:30 AM Subject: Art Language Arts Math Music Physical Education Social Studies Science Other TEACHER: Assisting Classroom Talk: Prompting/Wait Time Connecting Learning Facilitating large group Facilitating small group Following displine procedures Giving students constructive Helping individual student(s) Lecturing feedback Monitoring and assessing Questions, cues, and advanced Modeling Reinforcing student learning/behavior organizers Redirecting disruptive behavior Sitting at computer Sitting at desk Using technology for instruction Student work posted Agenda posted Objective posted High Yield Strategies: Identifying similarities and Practice Setting objectives/providing differences Nonlinguistic representation feedback Summarizing and note taking Cooperative Learning Generating and testing hypotheses Reinforcing effort and providing Questions, cues, and advanced recognition organizers STUDENT: Activiely engaged in learning Classroom Talk: restating, revoicing, Entering and exiting the room by Guided Reading agreed/disagree following established procedures Successfully involved in learning Independent reading Shared reading Working independently Textbook assignment Working in cooperative groups Worsheet assignment Working on an activity Working with manipulatives Writer's workshop Workstation Writing Using technology appropriately LEVEL OF BLOOMS TAXONOMY: Low: knowledge, comprehension Middle: application, analysis High: synthesis, evaluation COMMENTS: Strengths observed: The interventionist worked with three students in a small group environment. The group worked through a guided practice word problem. Next, the students worked on a problems independently while the interventionist provided positive reinforcement to students who were struggling with the concept. Most students worked diligently to complete their work. When a student became off-task, the interventist quickly re-directed the student, who then regained focus and completed his work. The teacher has established a great rapport with the students, who feel comfortable asking questions when necessary. Areas of concern: None