Mirabelli , Cynthia M (10078802)

TEACHER OBSERVATION TOOL

Employee
Mirabelli , Cynthia M
 

Observation Evidence: What did the educator and students say and do?
 

Ms. Mirabelli purposefully employed all her students' cognitive abilities by teaching academic vocabulary (i.e. number sentence, factor), and ensuring that students
utilized academic vocabulary when they practiced skills and explained concepts. (2,1)

Ms. Mirabelli assisted all her students to use their existing knowledge of multiplication to show how "1 x 5" can be thought about as "one group of five" in order to
connect multiplication to the concept of grouping.  (3,3)

Ms. Mirabelli provided her students with an opportunity to create a representation of multiplication as grouping by drawing dots grouped within circles.  Ms. Mirablli
then related the concept of multiplication to the visualization by having students read "4 x 5 = 20" as "four groups of five equals twenty total dots." (3,2)

Ms. Mirabelli structured her classroom to enable teacher to student conversation by pasting whiteboard plates to students' desk, which allowed her to view students
thinking, and then provide her students with specific, corrective/supportive feedback. (3,4)

Ms. Mirabelli strategically implemented checks for understanding throughout her instruction in order to develop modifications to her instruction based on her students'
current understanding of concepts. (5,3)

Ms. Mirabelli closed her instruction by creating "exit tickets" that provided students with an opportunity to demonstrate what they had learned as a result of her
instruction.  Ms. Mirabelli used the results of this exit tickets to plan future learning opportunities. (5,3) (5,1)

Ms. Mirabelli created verbal and visual checks for understanding while teaching the concept of multiplication to ensure that students could both explain and represent
the concept of multiplication. (5,2)

Ms. Mirabelli asked students to visually represent multiplication on a whiteboard prior to writing and answer to a multiplication problem.  Ms. Mirabelli then reviewed
students' independent work.  Once Ms. Mirabelli noticed that students were not consistently visually representing multiplication, and subsequently not coming up with
correct answers, she modified her instruction to review how to visually represent multiplication for her students.  (5,4)

Date And Time Spent: What amount of time in minutes did you spend on the observation?
Date of Observation: 10/14/2016
 

30 minutes.
Subject: What is the subject of this observation?
Math
 

Observation Notes:
Standard: 2 (Instructional) Indicator: 3 Date Added: 10/14/2016
Note: Ms. Mirabelli purposefully employed all her students' cognitive abilities by teaching academic vocabulary (i.e. number sentence, factor), and ensuring that
students utilized academic vocabulary when they practiced skills and explained concepts

Standard: 3 (Instructional) Indicator: 3 Date Added: 10/14/2016

Note:
Teacher Signature ________________________________ Date ______________ Observer Signature________________________________ Date ______________
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 Mirabelli , Cynthia M (10078802)

Ms. Mirabelli assisted all her students to use their existing knowledge of multiplication to show how "1 x 5" can be thought about as "one group of five" in orderto
connect multiplication to the concept of grouping

Standard: 3 (Instructional) Indicator: 2 Date Added: 10/14/2016

Note: Ms. Mirabelli provided her students with an opportunity to create a representation of multiplication as grouping by drawing dots grouped within circles. Ms.
Mirablli then related the concept of multiplication to the visualization by having students read "4 x 5 = 20" as "four groups of five equals twenty total dots."

Standard: 3 (Instructional) Indicator: 4 Date Added: 10/14/2016

Note: Ms. Mirabelli structured her classroom to enable teacher to student conversation by pasting whiteboard plates to students' desk, which allowed her to view
students thinking, and then provide her students with specific, corrective/supportive feedback.

Standard: 5 (Instructional) Indicator: 3 Date Added: 10/14/2016

Note: Ms. Mirabelli strategically implemented checks for understanding throughout her instruction in order to develop modifications to her instruction based on her
students' current understanding of concepts.

Standard: 5 (Instructional) Indicator: 3 Date Added: 10/14/2016

Note: Ms. Mirabelli closed her instruction by creating "exit tickets" that provided students with an opportunity to demonstrate what they had learned as a result of her
instruction.

Standard: 5 (Instructional) Indicator: 1 Date Added: 10/14/2016

Note: Ms. Mirabelli closed her instruction by creating "exit tickets" that provided students with an opportunity to demonstrate what they had learned as a result of her
instruction. Ms. Mirabelli used the results of this exit tickets to plan future learning opportunities.

Standard: 5 (Instructional) Indicator: 2 Date Added: 10/14/2016

Note: Ms. Mirabelli created verbal and visual checks for understanding while teaching the concept of multiplication to ensure that students could both explain and
represent the concept of multiplication.

Standard: 5 (Instructional) Indicator: 4 Date Added: 10/14/2016

Note: Ms. Mirabelli asked students to visually represent multiplication on a whiteboard prior to writing and answer to a multiplication problem. Ms. Mirabelli then
reviewed students' independent work. Once Ms. Mirabelli noticed that students were not consistently visually representing multiplication, and subsequently not coming
up with correct answers, she modified her instruction to review how to visually represent multiplication for her students.

Date of Feedback
 

10/14/2016
FeedBack to the Teacher/Directions
 

Excellent use of checks for understanding.

You consistently kept students engaged. 

Teacher Signature ________________________________ Date ______________ Observer Signature________________________________ Date ______________

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 Mirabelli , Cynthia M (10078802)

You ensured that you paused your instruction prior to continuing in order to ensure that students kept pace with instruction.

Teacher Signature ________________________________ Date ______________ Observer Signature________________________________ Date ______________

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