ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus, Supervisor
Teacher Intern: Abby Dykema Date: Observation #
Mentor Teacher: Time of Observation: Approx. time spent planning this lesson:
1.5
Grade Level: Subject/ Topic: Math
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Introduction to multiplication/ multiplication with 2s
Brief Context: Students will learning new strategies of multiplication and making the connection of how they
help us with solving multiplication problems
Prerequisite Knowledge/Skills: Skip counting by 2s
Objectives: [Indicate connections to applicable national or state standards.]
Students will be able to describe a pattern in the products of multiples of 2
Students will be able to use multiple strategies for multiplying
Students will engage in class discussion and problem solving
Assessment: [Formative and Summative]
Formative: Class discussion and observation
Summative: Flipbook
Worldview Integration:
Instructional Resources:
Pre-assessment Handout
White board
Youtube Video

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION
Multiple Means of
Representation
Options for Perception
Students will take part in class Students will take part in a class Allowing students to sit in the
discussion, observe patterns on
the white board, and show
understanding through their
flipbooks.
STRATEGIC
Multiple Means of Expression
Options for action/interaction
discussion and have the
opportunity to work with a
partner.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
back of the room for a change of
pace from their desks. I will call
on multiple students and allow
each student a chance to share
their thoughts.

Options for Language/Symbols
Students will discuss and fill out
and explain, in their own words,
strategies they used to solve the
problems.
Options for Comprehension
Repetition of explanation of the
different strategies from teacher
and from students. Students will
observe the work on the board as
well as talk about it in a whole
class and partner setting.
Options for Expression
Students can share in class
discussion, talk with a partner,
and write their thoughts and
answers in the flipbook.
Options for Executive Function
Options for Sustaining Effort &
Persistence
Maintaining the class discussion
so that each student has a
chance to solve a problem and
explain their strategy.
Options for Self-Regulation
Students will take part in class
discussion and skip count with a
video to see how well they are
able to skip count.
* Supervisors Comments:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan
to build or strengthen relationships and community student-student & teacher - student.)

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
I will remind students of the expectations of participating in class activities/discussions
I will ask students to repeat answers and explanations
Strategies you intend to use to redirect individual students:
If students are distracting one another, I will move them to an assigned seat

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.

*Supervisors Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Explain to students that we are going to start our math time with a quick handout
a. Explain that it is very important that they do this by themselves and that it is okay if they do not
know the answers to these questions. Stress that it will not be graded and if they dont know
how to do something, it is completely okay.
2. (have white board in the back of the room for when students finish)
3. Call students to the back when students have finished or after 5 minutes
a. Do not let them sit on the beanbag or couch - all have to sit on the floor in a place they can see
the white board
4. Ask students for a volunteer to raise their hand if they remember what it means to skip count (students
should have prior knowledge of this from second grade)
5. Ask for a student to raise their hand and exemplify it
a. If they didnt do it with 2s ask for a student to exemplify with 2s

Development: [It may help to number your steps with corresponding times.]
1. Show on the whiteboard that you are going to circle one group of 2s
a. Ask how many boxes you have circled
2. Circle another group of 2s
a. Ask how many boxes you have circled
3. Explain that I have 2 groups of 2 boxes which means I have 4 boxes total
4. You all just did a multiplication problem!!
a. Write multiplication on the board
5. Explain that this year we are going to focus on learning multiplication, starting with learning how to
times by 2
6. Show that when we had one group of 2 boxes circled that was 1 times 2 (write it on the board with the
answer)
a. Explain again that when we had 2 groups of 2 boxes circled it was 2 times 2 (write it on the
board with the answer & 2+2)
7. Go back to the whiteboard and circle another group of 2 (so you have 3 groups of 2 boxes circled)
a. Ask a volunteer to raise their hand and tell me how many groups I have (3)
b. Ask another volunteer to raise their and tell me how many are in each group (2)
 i. Write these numbers on the board in a multiplication equation while they share
c. Ask for one final volunteer to share how many total boxes there are circled (6)
i. Write =6 to your multiplication equation
ii. Write 2+2+2 next to the multiplication equation
d. Yes! I have 3 groups of 2 boxes 3 times 2 equals 6!
8. Ask students if they notice a pattern with the answers
a. (It is skip counting by 2s!)
b. Without even knowing the equation or circling boxes, can anyone predict with the next answer
will be by skip counting by 2s? (8)
c. yes! The answer is 8! What is another way we could have figured that out?
d. (By circling another group of 2 boxes on our white board and counting them up!)
e. Write 4x2=8 on the whiteboard & 2+2+2+2
f. Write 5x2, 6x2, 7x2, 8x2, 9x2, and 10x2 on the whiteboard
i. Ask if a student can give me a way to figure out what 5x2 is (either skip counting or
circling another group of 2 boxes)
ii. Continue this by calling on different students: ask if students that may not be paying
attention can repeat the students that gave the answers and if they can solve the next
one by using that strategy

Closure:
1. Call students back to their seats
a. Explain that you have a video to try to help them be able to skip count by 2s even better
b. Instruct students to skip count with the video
i. https://www.youtube.com/watch?v=GvTcpfSnOMQ
c. (Skip the last 25 seconds of the video)
*Supervisors Comments: (Communication with students, questioning strategies, student engagement,
assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as
a professional.

*
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:

*Supervisors Summary Comments:

FUTURE FOCUS:

INTERN REFLECTION POST OBSERVATION

What about your lesson went especially well? What evidence is there to support this?
What might you re-consider if teaching this lesson again? Why?