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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. 2013-01 Ga, 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

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