2014 Formal Observation Recap

Name: Kaylei Edwards, Algebra 1 (EDW4066) Appraiser: Richard Dinko

Date: 10/22/2015, 9:28 - 10:15 (Revised: 11/5/2015)
School: Jackson High School

Section 1

Standard 1: Knowledge of Students

The teacher considered the students' prior content exposure and performance in determining their readiness for the lesson today.
According to the Pre-Observation Template, the teacher reported that based on informal observations, questioning, and previous
quizzes from this chapter, the students have a grasp of the knowledge needed to continue on to graphing linear functions. The
lesson was designed with student needs in mind and provided a variety of whole-group, team and individual learning opportunities.

Section 2

Standard 2 Knowledge of Content

The lesson was planned and sequenced to include content, concepts and processes from required curriculum. Connections were
made to prior content. The teacher noted how this lesson fits within the discipline in the Pre-Observation Template by stating that
the students previously learned how to plot points on a coordinate plane, graph linear equations using x and y intercepts, and how
to graph by finding the slope and y intercepts. The teacher further noted that it is important for the students to have this previous
knowledge because they will be able to see the similarities between graphing linear equations and linear functions. Explanations
during the lesson were very clear and accurate. A variety of resources were used during the lesson.
Standard 3: Assessment
A variety of informal assessment was used by the teacher during the lesson (warm-up, notes questioning and discussion, practice,
bingo game, homework). Individual practice was provided during bingo game allowing students to self-assess. The teacher used
questioning and discussion as well as practice to check for understanding and make adjustments in instruction.
Standard 4: Instruction
Lesson goal was posted and discussed. A warm-up problem was used to review previous lesson. New content was presented
using the SmartBoard with notes, questioning and discussion. Practice was provided. A variety of instructional strategies were
used during the lesson. Students were able to go to the SmartBoard and solve problems with teacher and peer support. Confusion
was anticipated and ample time was provided for student questions. Questions were answered to benefit the whole class. The
bingo game seemed fun and engaging and provided a good self-check for each student regarding the content. Instructional
materials and resources seemed well aligned to the instructional purpose. Word problem for the day was used to continue to
expose students to these types of problems.
Standard 5: Learning Environment
A strong rapport was observed between the teacher and the students. Class routines were evident from the bell ringer warm-up,
through the notes and sample problems, and during the bingo game. Students were active participants, including work at the
SmartBoard and sharing their solutions with the class. A combination of whole-class, group, and independent learning situations
were provided. Classroom management was effective.
Standard 6: Collaboration and Communication
The teacher used content-driven and student-appropriate language during the lesson. The teacher clearly communicated the goals
and effectively answered questions in a positive classroom environment.
Standard 7: Professional Responsibility and Growth
NA for this lesson.

Section 3

Closure/Evaluation
The bingo game acted as a lesson review and provided individual practice. Homework assignment was posted on the SmartBoard
for the students to complete tonight. The lesson goal was revisited and discussed briefly.
Section 4

General Comments

Refinement
Consider the use of proximity and full circulation of the classroom to check on student progress and maintain on-task behaviors.
Were solutions posted to bingo problems or could solution be displayed as a quick check?
Reinforcement
Students were engaged and on-task throughout the lesson from the bell ringer warm-up, through the notes and sample problems,
and during the bingo game. The lesson was well organized and paced. Use of the SmartBoard was effective and enhanced the
note-taking and discussion. There was a variety of teacher modeled problem solving with questioning and discussion, individual
student practice, and opportunity for students to share with the whole group. It was nice to see students go up to and actually write
on and use the SmartBoard. The bingo game was creative and seemed fun and engaging.

Kaylei Edwards, Algebra 1 Date: Richard Dinko, Appraiser Date: