Video Observation

Notetaking Tool
https://www.youtube.com/watch?v=kL-xeuHYJB8
Observers name: Ann Robertson

Lesson observed: MathematicsFractions

(Dabney Chitwood)
Purpose: To provide a framework for reflection and collaborative conversations about
teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes
about what you see and hear. Note any examples or evidence to support answers to the
questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson?
What is the extent of student
involvement?

Notes
The teacher gives students the manipulatives
(blocks) to hold and create fractions
The students are circled around the teacher
The teacher used shapes to explain fractions
and students were able to show their thinking
by using them too

2. Were there opportunities for

students to
ask questions? What kinds of
questions
were they asking?
How did the teacher help
students make connections to
what they were learning?
3. Describe the interaction in the
classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome
explicitly conveyed to the
students?

3. What evidence did you see that

the learning goals were achieved?
4. How did the teacher monitor
student progress?

Before the teacher would move on to a new

explanation she would ask if there were
questions
The students ask to explain their thoughts
and about the sizes of fractions

The students sat on the carpet around the

teacher and the teacher sat with them
I think this made the students feel more
comfortable
The teacher gives the students warnings for
behavior and then they get consequences
Notes
The students are engaged
Asking questions and using manipulatives to
explain their thinking
The teacher used multiple models for the
teaching
The students are responding to questions and
thinking about fractions
The students were understanding the overall
concept
The signs < and > and = were explain in
many different ways and the students asked
questions if they still didnt understand

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, colearning, etc.)
2. How was content/concepts
presented to students? Was there
adequate explanation of the
concepts to ensure student
learning?

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?
4. What tasks are students doing?
Did the students have the
opportunity to practice their new
knowledge or skill? Did the
practice help support the learning
outcome?

The teacher is facilitating and modeling the

learning for students
The teacher is letting their questions guide
the conversation, but also trying to keep
control
The content was presented using
manipulatives and the board
The students were able to use the
manipulative as well
This contributed to their overall learning
experience
The students were able to explain their
thinking using the manipulatives
The teacher passed out blocks and asked,
What fraction of the whole are you holding?
The students were able to defend their
answers by showing their thinking
The teacher waited for responses and also let
students ask for help
The students completed a chart for practice
comparing fractions
They used the same symbols talked about in
the lesson < and > and =
The teacher review math vocabulary for the
lesson

5. How did the teacher manage the

learning environment?
(Procedures, securing attention,
time on task, etc)

Students remained on task

Behavior was controlled and handled
appropriately

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

You did a great job handling students that took longer to grasp the
concept of fractions
The manipulatives and models you used helped the students make
sense of the math
Classroom management was great and the students remained on
task throughout the lesson

2 Questions for Consideration

What else could you have used as a manipulative for fractions in
your practice section, besides the basic fraction strips?
How did you know when every student was ready to move? What
is a small assessment you could maybe add between the teaching
and practice to be sure?
1 Recommendation
Remember to only address the whole class when all eyes are on
you and everyone is listening!

Self-Assessment Video Lesson

Dabney Chitwood
Link to video lesson: https://www.youtube.com/watch?v=kL-xeuHYJB8
Content Knowledge
o I establish good eye contact with
my class. I do not talk over their
heads, to the blackboard or to just
one individual.

Notes:
o I passed out manipulatives to
every student. I made sure every

o If I tend to teach predominantly to

one area of the classroom, I am
aware of this.
o I make a conscious effort at all
times to pay attention to all
students equally.
o I divide my students into small
groups in an organized and
principled manner.
o I recognize that these groups
should differ in size and
composition, varying with the

Teaching/Learning

student had a chance to talk,

without talking over my teaching.
I taught at the carpet for a longer
period of time and I am aware
that it would have benefited my
students if I changed locations or
pace. However, I also wanted to
be sure every student was ready
to move on, so that no one was
getting left behind in learning.

B. The Classroom
o I arrange the seating in my class
to suit the class activity for the
day.
o I consider the physical comfort of
the room such as heat and light.
o When I need special materials or
equipment, I have them set up
before the class begins.

Literacy

Notes:
o I had the students circle up on
the floor and I sat there with them
to ensure everyone could see the
models I was using to represent
fractions. I consider the ones
who needed to sit in chairs due to
injuries and they sat in chairs
behind the carpet. Also, I had the
manipulatives and model ready
before my lesson, with me at the
front of the room. One thing I
would do differently would be to
keep the models up higher,
therefore students would not be
distracted by them and miss the
lesson.

C. Presentation
o My handwriting on the
blackboard and /or charts is
legible from all locations in the
classroom. It is large enough to
accommodate students with
vision impairments.
o I speak loudly enough to be heard
in all parts of the classroom and I
enunciate clearly.
o I vary the exercises in class,
alternating rapid and slow paced
activities to keep up maximum
o Interest level in the class.
o I am prepared to give a variety of
explanations, models or
descriptions, understanding that
one explanation may not be
sufficient for all students.
o I help the students form working
principles and generalizations.
o Students use new skills or
concepts long enough so that they
are retained and thus future
application is possible.
o I plan for "thinking time for my

Notes:
o My handwriting on the board was
legible and I used a dark color so
students were able to read it from
the carpet. I felt like I did speak
loudly, however, something I
want to work on is making sure
that everyone is listening actively
when I am talking. If not, then I
am wasting my time and their
time trying to talk over the
students. I gave explanations for
the models and showed how each
one represented a fraction. I
passed them out and let the
students hold their models and
tell me the amount of a fraction
they had. Fractions is a difficult
concept to grasp, therefore, I tried
to incorporate as many
manipulatives as possible (i.e.
fraction strips, blocks, shapes,
white board).

students so they can organize

their thoughts and plan what
they are going to say or do.
Diversity
D. Culture and Adjustment
o I am aware that cultural
differences affect the learning
situation.
o I keep the cultural background(s)
of my students in mind when
planning daily activities and am
aware of culture
misunderstandings which might
arise from the activities I choose.
o I work for an atmosphere of
understanding and mutual respect.
o I tell students when they have
done well, but I don't let praise
become mechanical.
o My activities are varied, some
more visual, aural, oral and
kinesthetic. I provide models,
examples, and experiences to
maximize learning in each of
these areas.

Notes:
o I have a number of IEPs and ELL
learners in the group that I taught
and I made sure to give them time
to answer questions I knew they
would know and feel confidence
in. They were able to work hands
on with the manipulatives and
one-on-one with their specials
teacher. My activities varied. I
did begin by speaking to the
students and teaching them orally,
then I modeled with visuals, and
then I used hands on activities for
the end of my teaching and
transition into practice. I felt
confident in the various
experiences I gave the students
and believe it helped motivate
them as well as keep them
engaged in the lesson.

Professionalism
B. Self-concepts
Notes:
I treat my students with the same
o I always want to treat my students
respect that I expect them to show me.
I plan "one-centered" activities
will the same respect I except
which give all students an opportunity at
from them. Especially in this
some point to feel
classroom where behavior is often
important and accepted.
an issue, I reassured students that
the more respect I received from
C. Aptitude and Perception
them, the more they would be
I am aware that my students learn
rewarded for it with incentives. I
differently.
feel as though I used many
My exercises are varied, some ore
different models to teach them
fractions and allowed them to ask
visual, aural, oral and kinesthetic. I
ample questions throughout the
provide models,
lesson, as well as share some
examples, and experiences to maximize
personal experiences. The
learning in each of these areas.
activity was for them to use
I finish my class period in a way
fraction strips and their own
which will review the new concepts
personal white board. It was
presented during the class period. My
organized, they were focused at
students can immediately evaluate their
their desks, and the activity
understanding of those concepts.
related to the content of teaching
III. The Activity
as well as the assessment that was
A. Interaction
prepared for them.
The activities maximize student
involvement.

 The activities are organized to insure

a high success rate, leaving enough
room for error tomake the activity
challenging.
The activity is focused.
The activity is geared to the
proficiency level of my class or slightly
beyond.
I make the content of the activity
relevant and meaningful to my students'
world.
*Lesson is attached

Design for Learning

Instructor: Dabney Chitwood
Lesson Title: Fun with Fractions!
Curriculum Area: Mathematics

Grade Level: 3rd

Date: April 8, 2016
Estimated Time: 45 minutes

Standards Connection:
15.) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3-NF3]
Learning Objective(s):
When given a worksheet students will compare fractions with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we will be learning about fractions!
Evaluation of Learning Objective(s):
Students will be given a list of fractions that they will identify and compare to one another. Some questions will ask them to find
which one is greater than or less than, while others will ask them to put the fractions in order. The assessment will give students the
opportunity to reason the size of fractions. The teacher will circle the classroom to monitor students and ensure that every student is
staying on task.
Engagement:
The teacher will begin by addressing the class and going over the expectations for behavior. Okay students remember the three Rs
during the lesson today. Say them with me: Resourceful, Responsible, Respectful. These are going to be very important throughout
the lesson. I have written each of your names on the board behind me, as of right now, each of you gets a prize. However, at any
moment if you break the three Rs your name will be erased. If more than five people get their names erased, the whole class loses the
big surprise. Now, we have to work together to achieve this goal. We are a team! Be respectful to others when they are speaking,
including myself, be resourceful, and be responsible. We are in 3rd grade; I know we can do it. Give me a thumb up if you believe you
can achieve this goal? I am so impressed! I believe all of you will as well. Now, I am going to write two words on the board. The
teacher will write the words denominator and numerator. Who has seen these words before? Thats right! A few of you have. Well
today we are going to learn more about them. When do we see or use these words, class? Thats right! When we are talking about
fractions. You are all so smart. Yes! Can anyone raise their hand and tell me what a fraction is? Do you know? The teacher will
give wait time. Talk with an elbow partner about different experiences youve had with fractions. Who wants to share? Awesome!

Yes, you have worked with fractions sets and strips to learn the differences. We will actually be using those again today. Great job!
What else? Yes! We sometimes use fractions when talking about measuring. In our science unit we are discussing a cup and one half
cup. Great! Well, put simply, a fraction is part of a whole. Who knows what I mean when I say a part of a whole? Yes! Its similar to
saying a piece of or some of. When you hear someone say, Can I have a piece of that? What they are trying to say is Can I have
a fraction of that? Does this make sense to everyone? Awesome! So what do the words denominator and numerator have to do with
anything? You got it! Those are the top and bottom numbers of a fraction. The denominator is the bottom, while the numerator is the
top. The teacher will give students time to process their thinking. Today boys and girls, we will be comparing fractions! Does
anyone have any questions before we move on? Great, then lets get to it. The teacher will transition into the teaching section of the
lesson.
Learning Design:
I. Teaching:
The teacher will address the class when she has clear behavior signals that they are ready to move on. Thank you for listening, class.
To begin, we are going to start by talking about the > and < and = sign. The teacher will write these on the board. Who can tell me
what this sign means, >? Yes! This is actually the greater than sign. The greater than sign always points the arrow, or tip of the
point, towards the right and opens to the left. Now, the < sign is easier to remember because the less than sign looks like the letter L.
Therefore, if you can remember the less than sign, then you will know the greater than sign. What is the last symbol I wrote the
board? You got it! That is an equal sign. When do we use equal signs class? Yes! To show when something is equal to, or the same
size or quantity. Today, when we are comparing fractions, we are going to use these symbols to do so and talk about them more.
First, who can tell me what greater than means? Thats right! It means more than or larger. So, what do you think less than means?
Correct! It means smaller or less of something. You got it! Give me a thumb up if you feel confident and youre ready to move on.
The teacher will quickly assess the students and see who needs more explanation. When they are ready, the teacher will proceed. All
right class, lets start by talking about whole fractions. Someone give me a number less than 8. The teacher will use 4. Great. I am
going to write 4 on the board. Now class, how would I represent the number 4 in a fraction? How do I show that it is still a whole?
Thats correct! I can make 4 the numerator and the denominator. Right! So this means I have a divisor of 4 and a 4 pieces of 4! I
have a whole. Let me model this for you using a fraction strip. The teacher will show students the whole with a fraction strip. For
the sake of the lesson, lets say this red strip is a whole, and its labeled one, look! The teacher will turn on the Elmo and show
students using the Elmo. Now, if this is one whole, how much would one half be? Thats right, it would be exactly half of the whole
strip. The teacher will place the half fraction strip on the Elmo. So, if I have one half of a whole, how much more do I need to have
the same amount? Yes! I would need one more half strip, thats correct! Look, class, I have two pink strips that equal, or are the
same as, one red strip! How many halves make a whole? Yes! Two halves make one whole. Great job, class! Can anyone predict
what the next fraction strip might be? What is the next largest fraction after one half? Talk with an elbow partner. The teacher will

give wait time for the students to converse with their elbow partners. What did you all talk about? Thats right! The next fraction
strip we will add is one third. The teacher will place the green one-third fraction strip on the Elmo. If we know that two one halves
make one whole, how many one third fraction strips do you think make up a whole? Yes! Three! The teacher will point to the three
on the denominator. Do you see where I am pointing, class? What is this number? Thats right! Its the denominator. Let me tell you
a hint about the denominator. This number tells you the total number of objects or items you start with. For instance, one of these
green strips is one third, because its one of three. However, two of these green strips is two thirds, because I have two of three strips.
The teacher will point to two of the three green strips. How much is three green strips? You got it! Its one whole because my total is
three and I am taking three. Great! So, class, if I added the yellow one-fourth fraction strip, how many would I need? Yes! I would
need four. Who can tell me why? Raise your hands if you remember what we just talked about? The teacher will give wait time and
allow the students to think about the question. If necessary, the teacher will repeat the question. The teacher should not be trying to
trick the students, but rather assess if they are listening and comprehending. A lot of teaching fractions is about models and
manipulatives, therefore its important for students to pay attention to what the teacher is showing them on the Elmo. Okay class, we
will also talk about one fifth fractions. This is five smaller parts equal one whole. I am going to place the orange one fifth strips on
the Elmo. Do you see how five of these is the same as one whole? And its the same as two halves? Great. Lets get the one sixths,
one sevenths, and one eighths up here. Who wants to come place the one sixths? The teacher will call a student to align the strips
with the other fractions. Great work! Now, does everyone see how six of the one sixths equals a whole part? Awesome, I am so
impressed! Who wants to come up the one-seventh fractions? The teacher will call on a student to place them with the other strips.
The teacher will do the same for the one-eighth fraction strips. Way to go, class! You learned that the smaller the denominator, the
bigger the fraction actually is! Great! Another way to think about it is if the two numerators are the same, then the fractions with the
smaller denominator is bigger. Before we move on, do you have any questions before we move on? The teacher will address any
questions the students may have. Now lets compare some fractions we know! The teacher will begin using a number line. First, we
when talk about a greater fraction, do you think we are talking about a fraction or number that is closer to one or closer to zero.
Thats right! The larger the fraction, the closer it is to one, or one whole. Lets start by talking about one eighth, for example. If I
draw a number line and put zero on one end and one on the other, where would I put my fraction? Would one eighth come before or
after two eighths? Would five eighths come before or after three eighths? I will call on a couple of you to come write what you think.
The teacher will call one or two students to the board and they will have the opportunity to fill in what they think the correct order is.
Awesome job, I think you all have mastered this! Give me a thumb up if you feel confidence in ordering a fraction with the same
denominator, but different numerator? Great! Come have a seat on the carpet when I call your table number so we can talk about
fractions using a different manipulative. The teacher will give students time to settle and find a seat on the carpet. The teacher will
use blocks to show the next example. Okay class, here I have red blocks. Lets count them and see how many I have. The class will
count the blocks together, there are eight total. Great! Now I give two to you, and three to you, who can tell me who has the larger
fraction of red blocks? Thats right! The student with three blocks has the greater amount, correct class? Yes! And how do we show
the greater than sign? The teacher will call one student to write it on the board. You got it! Therefore, the student with two red blocks

has less than. What is the fraction amount for the student with two blocks? Thats correct! That student has two eighths of the total
amount of blocks. Now, if one student has two eighths and the other has three eighths, what fraction of the blocks is left over? Good!
Three eighths of the blocks are still sitting on the carpet. Awesome. Now, you are all going to have the chance to practice more at
your desk. When I call your table number, quietly return to your seats and wait for my directions. The teacher will transition into the
practice portion of the lesson.
II. Opportunity for Practice:
When the students have arrived at their desk the teacher will address the class. Please listen closely to my directions. Take out your
white boards from your desk and your dry erase markers. We will be practicing comparing fractions using these. I am passing out
fraction sets for you to use, some of you may need to share. Please do not lose any of the strips; all of them are very important to help
you! The teacher will pass out the fraction strips and address the class when she returns to the whiteboard. Now, we are going to
discuss three examples and then you can practice some with a partner. First, write one third and one sixth and show me with a sign
that one is greater than and one is smaller. The teacher will walk around the room to assess the student and monitor their boards.
Great job! You should have put one third is > one sixth! Awesome! Now erase those numbers and listen for your next set of
fractions. Please write two halves and four fourths. What sign should you use? You got it! I see most of you drew the equal sign; I
was silly thinking I could trick you! Okay erase your boards and get ready for one more. The last fraction set is three sevenths and
six sevenths. Solve this on your board. The teacher will give wait time. Great! I see most of you wrote three sevenths is < six
sevenths. I am very impressed. Pair up with your learning buddy and quiz each other on some fractions. We sure to check the
number line in the front of the classroom if you need to! Get busy! The teacher will give students ample time to create their own
fraction sets and ask one another to answer them. After, the teacher will transition into the assessment portion of the lesson.
III. Assessment
The teacher will explain the directions of the assessment and then students will begin working. 1,2,3, all eyes on me! Okay class, just
like weve been doing all throughout the lesson, you are going to be comparing fractions on your worksheet. You may use the <,>, or
= sign only to fill in the box. Remember I cannot answer any of your questions so use the strategies we talked about today. Please do
not talk and keep your eyes on your own paper. I will be walking around the room to monitor your behavior. You may begin when you
receive your paper. The teacher will finish passing out the students assessment and monitor their behavior as they work.
IV. Closure:
When the students are finished with the assessment the teacher will address the class. I am so impressed how much each of you
learned today! When I call your table number please come have a seat on the carpet. The teacher will call the students by table
number to sit on the carpet. Who can share with us one strategy they learned today when comparing fractions? Yes! We talked about
fractions and numerators and denominators. If two fractions have the same denominator, how can you tell which one is greater? Of

course! You can look at the numerator and compare the two. If the denominator is smaller, what is the fraction? Thats right it will
be bigger! Remember to use number lines, manipulatives, and pictures to help you think about fractions. Great work today, class!
The teacher will pass out the prizes!
Materials and Resources:
Whiteboard and dry erase marker
Elmo
Fraction strips (one envelope for each student)
Colored blocks
Whiteboards (one for each student) and dry erase marker (one for each student)
Assessment
Differentiation Strategies (including plans for individual learners):
The students who need one-on-one intervention will use the fraction strips to help them with their assessment and will have a peer or
adult read the numbers aloud.
Data Analysis:
Number of students who completed the assessment: 21
Number of students who completed the assessment with 90-100% accuracy: 13
Number of students who completed the assessment with one-on-one attention: 4
Number of students who completed the assessment with 70-90% accuracy: 4
Reflection:
The lesson on fractions went well. I am teaching the lowest ability group for third grade; therefore I had to adjust the lesson as I went
to make sure students were comprehending the content. Also, I noticed it was a challenge for me to determine when to move on and
when to keep reviewing the same topic. Some students caught on faster than others, causing me to assess more throughout the lesson.
Behavior was great, which was something I was nervous about. The assessment went well and students were able to grow as learners
from the lesson.