Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Nana Yang nayangucla@gmail.com Mandarin 9 & 10
Mentor Email School/District Date
ann.kim@sgv.csarts.net California School of Arts-San
Ann Kim 10/12/2017
Gabriel Valley
Content Standard Lesson Objectives Unit Topic Lesson Title
Students address discrete
elements of daily life,
including: l. Food, meals,
restaurants.
Communication: 1.0 Students
use formulaic language. 1.1
Engage in oral and written
conversations.
Structure: 1.0 Students use Students will be able to
orthography and phonology, understand and say terms
Food and meal Carnivore
to understand words and and phrase about dining and
phrases in context. 1.1 Use meal preference.
orthography and phonology to
produce words and phrases in
context.

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Makes ongoing adjustments to instruction based on observation of
student engagement and regular checks for understanding.
Monitoring student learning and
1.6 Applying
adjusting instruction while teaching
Students successfully participate and stay engaged in learning
activities.
Creating physical or virtual learning Develops physical environments that reflect student diversity and
environments that promote student provide a range of resources for learning.
2.2 Applying
learning, reflect diversity, and
encourage constructive and Utilizes a variety of structures for interaction during learning
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 9
 productive interactions among activities that ensures a focus on and completion of learning tasks.
students

Students use a variety of resources in learning environments and

interact in ways that deepen their understanding of the content and
develop constructive social and academic interactions.

Section 2: Pre-Observation Conference

Part B: ME Feedback
Part A: NT Reflection
Provide feedback on lesson plan reflection.
Use questions to guide reflection on the lesson plan.
My main focus and emphasis for my lesson are Be specific with how you want to provide input
providing as much input as I can to make sure -
students’ comprehension and understanding for What questions can you ask your students?
the topic, terms and phrases. Immersing and What types of feedback do you want to give to
modeling to enable students understand the your students?
language, questions and participate in
conversations. The input that I provide will be
personalized and level questions. I will be asking
students various questions to make sure every
part of the target language is explained and
repeated.. I will based on students’ responses to
provide my adjustment of my teaching and if
the mistake is occurred, I will repeat the
language back in the correct form for students
to pick up.
nquiry Focus/Special
I How are you going to help students become
Emphasis Enable students to comprehend and aware of aware of the present perfect tense? What is it
● What is your inquiry focus
the present perfect tense and model “have not” going to look and sound like?
answer to make sure they know how to answer
and/or special emphasis? negatively in the past. I will present the
● How will you incorporate knowledge by explaining the grammar and
the inquiry focus and/or provide examples for students to learn and
special emphasis into the comprehend. Also, there will be a worksheet
lesson? with 1-3 simple present tense questions to
check on students’ learning.
● What specific feedback do

you want from your ME? Enable students to comprehend and understand
The usage of 会 “likely to”

Shadow words: (expanding students’ knowledge

of target language by making the shadow words
comprehensible)

Meat list

猪肉
肌肉
羊肉

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 9
 好吃 Provide some examples of what leveled and
cycling questions are
热
姐姐
妹妹
弟弟
哥哥

I will ask leveled and cycling questions to make

sure students have enough inputs to be able to
comprehend the language. I will ask questions
about family members to expand their family
member vocabulary. Use students’ input to ask
detail questions. Try to ask many questions as I
can by using the target words, and be prepared
with the ideas or expressions that are common
in English-language that do not exist in China, or
there may be no common way to express it.
Overall, the summary of your lesson looks
great, and I can see what you want to focus on
in your lesson. It would be helpful to provide
some guiding questions that you will be asking
your class to help them meet the objective(s) of
your lesson.

Circling is the practice of asking a series of

simple questions about a statement, all in the
target language. It is intended to provide
repetition of the target vocabulary in context
and enable students to learn the vocabulary,
grammar and phonology of their new language
in a holistic way. There are four basic types of
circling questions: "yes" questions, "no"
questions, either/or questions, and "wh"
questions such as what, where, when, and how
many.
1. Classroom management
2. Transitional cue from one activity to
the next activity
3. Implementing listening, speaking and
writing in one lesson
4. Independent practice

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504
The Student has an IEP. He is
autistic. However, he is doing great
in Mandarin class. He understands
Focus Students
and is able to produce the
● Summarize language. He needs longer time to
critical needs and There is non English Language complete in class tasks and written
how you will Learners in my class, but all of work.
address them them are second language learner
during this of Chinese. I will provide him longer time to
lesson. complete his written work. I
constantly check on his processing
and make sure he is on the same
page as others.
Focus Student 3: Your Choice
A student who has a great
attitude and behaviors, but seems
quiet, confused and do not
understand the directions and do
not finish tasks on time.
I will have comprehension check
on him, and walk to him to ensure
his understanding of tasks and
assignment. Being creative and
fun to keep him engaged and
focused.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 9
● What specific feedback
regarding your focus students Other strategies and ideas to help the student Strategies to improve students’ learning
do you want from your ME?
I would like to receive feedback and Have something in place when transitioning -
recommendations on sequencing and whether it’s a timer, a song or a task as they
transitions from direct instruction, guided move to the next portion of the class
practice and independent work. I would like to
work on connections and make sure I divide
each section equally that students get enough
exposure and input of instruction and modeling,
Specific Feedback good ways of setting up guided instruction and
● What additional specific students also get opportunity to show their
feedback do you want understanding for me to assess and reflect.
from your ME regarding
Moreover, I would like to find a way to make Checklist of students and objectives you want
lesson implementation?
sure all my students were engaged, motivated students to reach by the end of class/week -
and working toward the goals. I would like to walk around during independent work to see if
make sure each student reach the daily they are reaching these goals
objectives and I have a good way to help and
assess the skills.

Opening: a vegetarian video and a video

worksheet to introduce the topic. ( Yang
Instructional Planning Laoshi’s story about being a vegetarian in
● How is the lesson college, and students listen to the story, and
translate their understanding in English on the
structured (opening, body, storytelling comprehension sheet.
and closing)?
● What varied teaching Body: I will teach the topic, target vocabulary Keep track of when students understand.use
strategies and words, story, and character reading through a each new word
differentiated instruction Powerpoint presentation. Each new word will
be cycling as the purpose of establishing the
will help students meet meaning and modeling how to use each word in
lesson goals? a real-life context. The pre-created story about
● What progress monitoring Carnivore will be used 90 % in the target
strategies will be used? language, and while the storytelling, there will
How will results inform more cycling and question asking to check
students’ understanding. Then students will be When students act out/retell the story, make
instruction? asked to act out the story to reinforce sure you’re keeping a formative log of whether
understanding, and I will have students to retell or not they’re meeting your objectives
the story.
The topic is based on students’ real life context
and all the questions are personalized and
Student customized. Students’ input and responses will
use student's’ answer to keep them interested.
Engagement/Learning be taken as part of the lesson.
Value their input and encourage everyone to
● How will you make the participate.
lesson relevant to all the
Students will be asked to participate and answer
students? questions about the topic and terms. They can
● How will students show
gestures and sentence frames can be helpful
show their mastery of the grammar learning
when students show their mastery of the
progress towards mastery through completing think-pair share grammar
knowledge through retelling and translation.
of lesson objectives? worksheet. They show their progress by reading
aloud the story and translating into English.
Also, through acting out the story, their
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 9

Classroom Management
● How will you maintain a
positive learning
environment with a
welcoming climate of
caring, respect, and
fairness?
● Identify specific classroom
procedures and strategies
for preventing/redirecting
challenging behaviors.
Closure
● How will you close your
lesson?
● How will you assess
student learning and
prepare them for the next
lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
understanding will be checked. By the end,
retelling the story with leading questions or
exist translating questions can show their
mastery of the knowledge.
I will use provide various opportunities for
students to ask questions and speak up their name card and name stick can be used to call
minds and learning. I will use different on students and provide unequality and
fairness.
strategies for name calling to make sure
everyone gets chance to participate. Their
answers will be carefully viewed and corrected
if needed. writing class agenda on the board, so everyone
can see and know the procedures and routine
When class starts, I will do our “routine” to of that day’s class.
gather everyone’s attention. It is a signal for
them to be quiet and listen to the teacher. I will
use bell to cue students from challenging
behaviors such as talking.
I will close my lesson by conducting an exist short the phrase and sentence when students
translating. I will say a phrase or a sentence in look confused. Provide visual aides for helping
the target language, and ask students to students to show their understanding.
translate or vice versa to ensure their learning
and comprehension. I will also ask students to
retell and summarize the story by the end as a kwl chart can be helpful to review the learned
review. material and prepare my reteaching.
For the exist translating, I will get a better
understanding of students’ learning and
mastery of the knowledge. When common
confusion and mistakes are shown, I will reflect
it on my teaching and adopt students’ learning
outcome to modify my lesson to make sure the
knowledge and information are revisit.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Teacher can transition using songs - Students can follow directions by While transiting from one activity to
teacher can give specific directions taking out a pencil and the next, I asked them to pick up a song,
before asking them to transition (i.e. worksheet before the song ends. and I did not ask them to get ready
take out a pencil and the worksheet for the next activity. Therefore, most
by the time the song ends). students did not use the time to be
ready. I need to provide specific
instructions on transitions, so
Page 5 of 9

CSTP 1: Engaging All
Students
● In what ways were students
engaged? How were
students not engaged?
● How did students contribute
to their learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students construct
knowledge of subject
matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
students’ learning time can be
maximized next time.
Teacher engaged the students by Students participated in the Students were engaged since they
having students reenact the story reenactment of the story get to show their understanding
from the previous day. through acting out, and the rest of
Students asked various questions the class were actively participating
Teacher engaged students by going about the new vocabulary words by providing the script in the target
over vocabulary words and relating that were introduced language.
it to the students and asking
students questions about the The focus students were asked Also, students were engaged since I
vocabulary words called on during class made close connections of the new
words and topic with students’ life
by asking them personalized and
customized questions. However, I
would like to ask my students to ask
each other questions with the new
vocabulary before they answer my
question. That way they get more
scaffoldings of the material.
Teacher created a safe space for Students were actively participating I asked students each day about
students to make mistakes when in class during all parts of the lesson their day, and support them to
pronouncing words explain and expand their ideas
through target language. A great
deal of partner and group work
created a community within the
classroom, so students feel safe to
learn. However, after my mentor’s
observation, I realized that i need to
re-arrange seating for the class since
there was one student sat in the
corner, and I think switching her seat
and pair her with some other
students will be beneficial.
Teacher wrote the vocabulary words Students were asking questions I adjusted my instruction to my
on the board during the introduction of the students’ needs. While reaching my
Teacher introduced the new lesson teaching objectives and content
vocabulary words with pictures and standards, I slowed down, revisit,
connected it with storytelling Students were asking the teacher explained when I felt misconceptions
how to write the vocabulary words and confusion. However, I would like
in chinese to print out the word list with
Chinese characters for my students
next time, so they can have more
accesses to the material.
Page 6 of 9
 Teacher asked for volunteers when
asking questions
CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
Teacher asked students to do a
quickwrite of the previous day’s
vocabulary
Teacher asked students to reenact
the story with the vocabulary words
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
Students were asked to repeat the
vocabulary word
Students were asked to do a quick-
write and then share it aloud
Students struggled when they were
introduced to the new vocabulary
Students struggled when teacher
spoke Chinese for too long.
Section 4: Post Observation Conference
Students achieved lesson objective well. Students were able to understand and say the terms for different kind
of meats, food and flavors through various activities.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504
The student has an IEP, and he is
identified as Autistic. He was one
of the high achieving students in
my class. Since we used a great
I do not have an English Learner in deal of singing and leveled
my class, and everyone is learning questions, he learned very well. He
Mandarin as their second or third needs longer time to complete
language. writing assignment and his
handwriting can be hard to read,
but with accommodate time and
support, he reached the most of
learning objectives.
Students participated fully since they
need to understand the language
and every word I say to increase
proficiency. Therefore, questions are
often asked to check everyone’s
understanding. When there is a gap,
repetitions, peer explanation are
given. Quick-write is utilized to check
for individual understanding and
learning. However, it was my first
time to try out quick-write, so the
timer was not correctly and
accurately set up, and I will change
that next time.
by the end of the lesson, students
were asked to act out the story that
they read from the powerpoint
presentations, and most of the
students did a good job since during
the reading, a lot of repetitions and
questions were provided to support
and ensure understanding. Also, by
the end of the class, students were
asked to finish a true or false
worksheet and their performance
was used as my reflection for next
class. Students struggled with new
vocabulary and directions when I
spoke Chinese only, so I would like to
introduce more TPR
commends/directional words and
phrases, so students can understand
basic directions in the target
language. For new vocabulary, more
scaffolding will be adopted, such as
think-pair- share, repetitions and
flashcards to support students.
Focus Student 3: Your Choice
He reached the learning objective
60% since he was still quiet and
he did not finish the quick write.
However, he is asked to come for
help during office hours. He could
complete his in-class work during
office hours. I also seat him with a
high performer in my class who is
also passionate of helping others.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 9
 I would use the transiting time more efficiently by providing clear instructions ahead of time. I will arrange seat
and make sure every student have equal access to the class and materials. I will print out a word list for
What would you do differently
next time? students in advance, so they can look and confirm during class. I will provide students more time and
opportunity to practice with each other and on their own before asking them to answer my questions or
perform in front of the class. I will provide more scaffolding and examples for new knowledge.
What were three top Lesson engaging students, interesting topics and learning objectives which are closely related to students’ life, interest
Strengths? and standards, and differentiate instructions such as leveled questions and group activities.
What were three top areas for
improvement? transitioning, timer, clear directions

Make time in the lesson plan to provide time for students to practice with each other
Be more intentional when scaffolding – make sure it connects with the students
What are next steps?
Make sure there’s transition time in my lesson and stick with the transition time
Print out the word list for students to look at during the lesson
Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 9
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9 of 9