Observation Report
Patrick Flood
Video #28980
Manhattan Hunter High Schoo!
November, 2015
Ms. Michelle Heft
Mathematics ~ Algebra 2 /Trig
‘Aim: Absolute Value Graphs and Equations
The lesson began with a discussion of the students’ understanding off absolute value and its definition.
Patrick briefly reviewed the quadratic equation. The SMART notebook was opened and The Do Now and
the Standard Form of an Absolute Value Equation was displayed and discussed. Graph paper was
distributed and the students graphed an equation, found the vertex, made a table and stated the
domain and range. Patrick circulated and assessed student understanding of the problem. The solution
was reviewed on the white board and the SMART board with some student participation. Handouts
were distributed and the students were assigned exercise 1 and 2. The teachers appeared to be
circulating as the students completed the assigned problems. The students were on task. Exercise #1
was reviewed by both teachers with some student discussion. Exercise 2 was completed and reviewed
by the class. Patrick conducted a summary of the key points of the lesson as the tape ended.
1 Strengths:
Patrick:
Prepared a complete lesson plan and appears to have very good content knowledge.
‘Appears to be comfortable in front of the class and with the students.
Has good classroom presence and voice.
Circulated among the students to provide assistance and assess understanding.
Appeared to work well with the teacher.
‘Areas to consider:
‘Note: Patrick provided his reflection on the lesson and he was right on target mentioning some of the
points that | am noting below.
|f possible turn on the SMART board and have the Do Now and the Aim of the lesson visible when the
students enter. They should immediately start to work on the Do Now and not socialize.
‘Ask more probing questions to engage student
answers of their classmates,
in the discussion. Have the students respond to the
Elicit more information from the students and encourage discussion.Practice using the SMART board whenever possible to gain expertise.
Allow think time when asking questions. You want as many students as possible to respond. Some
students need a litte think time to process the information. if you call on the first hands raised or allow
students to call out answers, fewer students will participate in the discussion.“Teacher Candidate's Name: Zamir Foot Pre-Student Teaching/Practicum | School Ste: Ayowamin Howrewe HS,
Supervisors Name: ae Observation Rubric _ ae lies
Instructor/Course Number: WA 2 Observation #: / Semester #
PRE-STUDENT TEACHER/PRACTICUM OBSERVATION RUBRIC for Nath i
PART A: Dimensions of Candidate Performance
Rating Key>
2b. Delivered lessons that included key concepts, themes, and skills related to subject area
Performan |) indiestor not met: Peron es han adequate cnsirablempovenert reeds to bem i
OA artes reareememer nro eee gg
ear mat Sil porlomed ol oppapt lve met xpecaton aif é
| (@ indicator exceeded: Performance is superior, exceeds expectations at ths point 28
1. Knowledge of Learners a
‘1a, Used language appropriate to developmental and skillevel emg —
‘1b, Presented content appropriate to developmental and skil level I °
‘1c. Interpreted multiple data source: ld knowledge of leamers’ developmental and skillevel °
Comments: g
2. Knowledge and Use of Subject Matter
2a. Provided accurate information about subject matter, including background or contextual information ° ° 2 ° °
opeltefel
‘Comments:
REGS 2 ‘3. Skillin Planning
3a. It was evident that a lesson plan was created, and the required elements of designated lesson plan format
were delivered in the classroom in an organized way ait
‘3b. Selected appropriate instructional resources, materials, and technologies
3c. Used appropriate flexible grouping techniques to deepen students’ knowledge and skills
‘Comments: ae
4, Skillin Teaching
4a, Used molivaional techniques thal created a classroom where most learners were motvaied
4f. Communicated clearly using verbal and nonverbal messages es
| 4g. Effectively adjusts to unplanned circumstances nas
‘Comments: 7
we 5. Skill in Developing Caring Learning Environments
5a. Showed rapport with students OS: POM LOU TOR me)
5f. Thoughtfully responded to student work a o|ofefo|o
| Sh. Demonstrates sensitivity n promoting a classroom that respecis diversity among students em Ou] uo fo] Ome
~ 6. Skill in Assessment
Picorrirweies e eeae de al
Category Scare (1-4)
Page 1 Rev. 2013-01Ga, Used sratgies to check f students undersiod infomation aie asa —
‘Comments:
‘To Score this Observation Evaluation: a
Step 1. Add up the scores from each category: _/ 2
Step 2. Calculate average (Divide sum of scores by 8 & round score to nearest tenth):
Step 3. Match score to the grade equivalent by looking below.
‘Step 4. Write in the grade in the box to the right-—->
Final Grade: /7 > |
|
i & I average is 2.0-2.9 (C, C+, and B-) = if average is 4.0 (A and Ax)=
average is below 2.0 (F)= Indicator It average is 3.0 to 3.9 (B, B+, and A.) =
ae Indicator Partialy Met nee Indicator Exceeded |
Performance is less than adequate; _| Performance is not consistent; periodic | perrormance at appropriate level; meets | Performance is superior exceeds
i checks will be needed during student expectations at this point. (92.5% and
SomeNe HOT needs be | aching. 700.24) | expectations at this pont. 62592.4%) | sbove
10. Narrative: Describe the lesson briefly, highlight teacher candidate's strengths, and conclude with a growth plan that identifies 2-3 next steps/goals,
‘Running Record of Lesson:
Strenaths:
Areas to 1 Growth:
Page 2 Rev. 2013-01