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Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Stephanie Copp Science 2nd
Mentor Email School/District Date
Christian Family
Larry Smith October 29, 2019
Learning Center
Content Standard Lesson Objectives Unit Topic Lesson Title
Science: NGSS (2-LS4-1)
Make observations of plants Students will be able to identify
and animals to compare the different characteristics of
How many different types of animals
diversity of life in different animals and be able to classify Animal Biodiversity are there?
habitats. animals into groups based upon
those characteristics.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates and examines Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
just coming into prominence pedagogical practices increased relevant and suitable use elements into a cohesive and unified ability to add new methods and
of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Given: Explores additional instructional materials,
resources, and technologies to make subject matter
3.5 Using and adapting resources, accessible to students. Explores how to make technological
resources available to all students.
technologies, and standards-aligned
Personal Rating: I have already pulled in several different
3 instructional materials including Exploring
instructional materials to help the class become more
adopted materials, to make subject
comfortable with the subject matter. However, since we do
matter accessible to all students
not have devices for every child, I do not make technology
available to the students. I will use the technology I do have
in my classroom and share it with my students.
Given- Emerging: Plans instruction that incorporates
strategies suggested by curriculum guidelines.
Is aware of student content, learning, and language needs
through data provided by the site and district.
Given- Exploring: Selects strategies for single lessons or
sequence of lessons that respond to students’ diverse
learning needs. Seeks to learn about students’ diverse
learning and language needs beyond basic data.
4.4 Planning instruction that
4 incorporates appropriate strategies to Emerging/Exploring Personal Rating-Emerging: Since this is my first year in 2nd
meet the learning needs of all students grade I am learning what the curriculum gives for different
Personal Rating-Exploring: I like to incorporate other strategies
I use and it might be trial and error since I’ve never taught 2nd
grade before. What works for older kids may not work for
them. I try and include a variety of different ways to present
the material and realize that their attention span is less than
older students.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 9
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Science happens to be her least favorite
My focus for this lesson is to incorporate different
subject to teach. She is working on being
Inquiry Focus/Special Emphasis teaching strategies and to make sure that the lesson is

more creative in using a wider range of
What is your inquiry focus and/or special emphasis? approachable to the students while still maintaining a
 How will you incorporate the inquiry focus and/or instructional strategies. For instance, she
special emphasis into the lesson? high enough level of rigor and ensuring that they are
 What specific feedback do you want from your ME? doesn’t like to touch crawly things but
learning the proper terminology when discussing
children love crawly things. We are
different animal characteristics.
working through her discomfort.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The third student that I have
This student has two parents who The student that I have chosen
chosen to focus on is a student who
primarily speak Chinese to him. They for this section is a student who
does ok academically struggles but
value their culture and want their is color-blind. That means that
struggles with self-control and
children to learn the language as the videos that I am showing may
staying on task with assignments.
well. This student has been in not be very meaningful to him so
She is also not as mature as her
English speaking schools since I will have to use other words to
peers emotionally and can often
Kindergarten but does struggle with describe things rather than
feel as though she is a victim rather
pronunciation of words as well as relying on their colors. The
than learning to take responsibility
reading. The student also struggles student is also near-sighted so I
for her actions. Her family
with focus issues in addition to need to make sure that the
dynamics are not that of a
being an English Language Learner. visuals that I am using are clear
traditional family yet is related to
This student is pulled from my and big enough that he can see
another student in the class. She is
general education classroom to them. Because the diagnosis of
being raised by her grandparents.
receive support in both reading and being near-sighted only came last
She has been absent 10 of the 28
Focus Students focus issues which are offered year he is also a struggling reader
 Summarize critical needs and days we have been in school. Due
through our Enrichment program. and lacks confidence when
how you will address them to this she struggles with the
during this lesson. To help him, I have placed him next writing as well. This student does
routines of things and can often be
to a student who comes from a like to share in a whole group but
off task talking to her peers since
similar cultural background but is a often times will repeat what
she is two weeks behind them in
strong English Only student. They other students have said so as to
routines. She also missed the first
respect each other. I will allow him ensure that he is right, so when it
chapter in the book since she was
to do a think-pair-share before comes to partner share, I will
absent. She may need more help
sharing with the whole class. This position myself so that I can hear
with the academic vocabulary. I will
student would also benefit from what he is contributing to the
need to be very clear of my
being given a longer think time small group discussion. When it
expectations when we are doing
before sharing as well as letting him comes time for them to do their
this lesson and she may need
know that I will be calling on him for written assessment, I will not
reminders of appropriate behavior.
a specific question so that he has grade him on his spelling. I will
She will benefit from working with a
time to compose his thoughts. I will read the test questions aloud to
partner who can model good
read the test questions aloud to him him and also use his think-pair-
behavior for her and help her with
and can use his group discussion as share and group discussions as
the academic vocabulary which she
part of his grade. part of his assessment.
may be missing.
I would like to know if it was inclusive to all of my
You will need some behavior
 What specific feedback regarding your focus students students? Did we cover the academic vocabulary while
interventions for student number 3 but
do you want from your ME?
making the terminology accessible to 2nd graders and
otherwise everything looks good.
students with special learning needs?
I would like to know if this lesson is something that I Everything in this lesson is appropriate
Specific Feedback should do more of or if something was a waste of time but I will not know until after the lesson is
 What additional specific feedback do you want from
your ME regarding lesson implementation? or if there was something that I should have given presented if anything needs more
more attention to and allotted more time for. attention or time.
Background: This lesson comes at the end of me Opening: Outstanding description for
Instructional Planning
 How is the lesson structured (opening, body, and teaching 2 chapters out of the given Science textbook. opening, body and closing. Strategies and
closing)? We will have discussed vertebrates and invertebrates. progress monitoring were all laid out
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? well.
 What progress monitoring strategies will be used?
How will results inform instruction?
Opening: I will ask students if they can identify
different ways to classify of animals that they might Strategies: How will the students know
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 9
have at their house? Either as pets or as 4-H animals. I that you are modeling answers, how are
will take several options from the students and write you going to tell them the answers?
them on the whiteboard. Could the students give their own
Body: I will lead students through video exploration
while I will stop and explain out loud what I am
thinking at certain points. Students will also be able to
do several think-pair-shares with their peers before
sharing as a whole class. This will give them time to
share in a small group setting and gaining confidence
before sharing as a whole class. This will allow for
scaffolding to take place as well as for students to
practice using the academic vocabulary. After we
explore different animals via video and pictures
students will be able to work in partners or small
groups to do a hands-on activity where they are able
to classify different animals into groups. During this
time, I will be walking around to see their progress.
We will also share as a group what things they put
together and what might have been challenging to
them. We will then discuss the four main
classifications. Students can then rearrange their cards
if necessary. Once the classifications have been
established the groups will be given three more
challenge cards to see if they can figure out where
those animals should go.

Closing: Once the lesson and activity has been

completed students and I will go back to the
whiteboard and see if their classifications were correct
or what could be changed. We will also talk about if
there are any other ways that the animals could have
been classified.

Strategies: Students will be able to hear me model

answers when I talk through what I am thinking.
Students will also be able to share with their neighbor
before sharing as a whole group which will help them
feel more confident before sharing in a group and
allow for students to teach each other. Students will
get to see videos and pictures of animals. They will
also get to do a hands-on activity.

Monitoring: I will get to hear the students answers as

well as see how they are doing with the hands-on card
game. Then again after the challenge questions and
finally with the post it notes end animal. This will let
me know if students have mastered the concept and
are ready for an end of the unit test or if the material
needs to be reviewed again.

Lesson being relevant: By beginning the lesson with Relevant: the examples you give are very
asking them about their pets or animals in 4-H they relevant to the kids.
Student Engagement/Learning
 How will you make the lesson relevant to all the
will have an interest in it. Showing videos will present
students? the information in a different way rather than us Mastery: You give really good
 How will students show progress towards master of
lesson objectives? reading out of a book which will help the visual descriptions of how you want them to
learners. show mastery and that is what needs to
Mastery: Students who do best with auditory be seen during a lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 9
processing will do well when we do our think-pair-
share activities. Finally, with the hands-on game
students who are kinetic learners will do best this way.
Students will show mastery through their partner and
group discussions as well as when they do the card
sorting game and lastly when they turn in their post it
notes with the final mystery animal.
Positive Learning Environment: I like to allow students
to share with a partner before we have a whole class
discussion. This allows students to bounce their ideas
off another person to see if they are on the right track
before sharing as a whole group. When we share as a
whole class, I like to call on a variety of students and if
I have a student who may be more reserved, I like to
let them know ahead of time that I will be calling on
them so they can prepare their answer. After a
student shares I like to say “thank you” to them even if
it is not the answer I was looking for. Students are also
able to revise their answer if they gave an incorrect
answer but after hearing other answers, they realize
their mistake. I also have popsicle sticks in my
classroom with student numbers on them so that I can Positive Learning Environment: Very good
call on students at random to ensure that a variety of description of positive learning
students can participate. environment. Lots of good adjectives and
Classroom Management verbs were used. Objectives were also
 How will you maintain a positive learning
environment with a welcoming climate of caring, Procedures/Strategies: Students will be reminded of clearly laid out and explained.
respect, and fairness?
 Identify specific classroom procedures and strategies
how we talk with our partners, in our six in partner
for preventing/redirecting challenging behaviors. voice, taking turns talking and making sure both
parties share ideas. Since this lesson has many short Procedures/Strategies: explain what it
parts it is designed to keep the students engaged. We means to use your six-inch partner voice
will watch short videos and then answer questions. and how to share in a partner setting.
Before we begin the hands-on activity, I will review
with students the behavior I am looking for as well as
remind them of our classroom consequences which
involve if they are off task or shout out the first time, I
put their name on the board which is a warning. If it
continues a second time, I will put a check after their
name and they will have to walk laps at recess. If the
unwelcome behavior continues, they will receive a
second check mark and will be removed from the
classroom and must go to the office to do an
alternative assignment. The students will be doing a
hands-on activity to keep them engaged and
collaborating with their groups as well as sharing as a
whole class.
Closing: Our lesson will end with an exit ticket where
students are given one final animal and they must tell
me how they would classify it based upon the
characteristics as well as tell me if it is a vertebrate,
invertebrate, reptile, mammal or amphibian. They will
Closing: Excellent idea with using an exit
Closure need to use the academic vocabulary along with their
 How will you close your lesson? ticket and would love to see the results of
 How will you assess student learning and prepare
where they are in respect to the formal
them for the next lesson?
Assessing of student learning: I will be able to assess
student learning when they are in their think-pair-
share groups, when they participate in the whole class
discussions, the hands-on activity and the exit ticket.
The next scheduled thing would be a formal
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 9
assessment. By doing this lesson it will let me know if
the students need more practice or I need to reteach a
concept or if they are prepared for the assessment.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that
EXAMPLE When teacher reviewed worksheet, she asked additional questions of included all levels of Bloom’s (“Identify 6 problem-solving Students completed the worksheets and were able to ask questions.
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer? strategies; pick two strategies and identify at least one Most groups needed revisions for their questions;
 In what ways were students How could you create a math problem that could be solved with this similarity and one difference between them”). Groups comparison/contrast was the most common analysis question. I
engaged? strategy?”) then selected a strategy and created two math problems need to give them a Bloom’s question stems handout next time.
to exchange tomorrow.

I would have wanted you to begin the The special feedback I was interested
lesson with a review of all the important in was in regards to making sure that
Students were very interested
vocabulary terms and definitions that you I included a variety of different
in the video lesson, and were
would expect the students to have known teaching strategies. I thought that by
Specific Feedback engaged in all parts of the back
 What information can you
by the end of the lesson, and give the use of video, teacher think aloud,
and forth interaction during
provide the NT regarding examples of each, since this lesson was partners sharing, whole class
requested special the video, with excellent
feedback? essentially bringing closure to the discussion, a hands-on activity and
teacher classroom
chapters on vertebrates and an exit ticket that I covered a variety
management and focus from
invertebrates. You also did not get to the of things but I do think that the
the students.
anticipatory set until after the video students still struggled with the
lesson, 33 minutes into the lesson. academic vocabulary.
Student engagement:
Students were engaged
Student engagement:
Teacher monitoring: watching and paying attention
I felt as though the students were
to the video, as teacher would
Any side talk, or misbehavior was engaged and participated as I
stop after each slide, ask
immediately addressed and class was thought they would have. A few
questions, call on students, and
refocused on teacher. Excellent verbal students needed small reminders
make certain their eyes and
cues, well-rehearsed commands and about what needed to be done.
ears were focused on her
responses, kept disruption either instruction.
Focus students: I felt as though 1 of
nonexistent or minimal with quick my focus students did much better
corrections. The only students not Students contribution to
than I anticipated with the event. I
CSTP 1: Engaging All engaged were the three focus learners think it helped that his cards were in
Students By using partner voices to
 In what ways were who needed more individual attention black and white rather than in color
interact after thinking
students engaged? How
during the entire class presentation, but so his partner was not tempted to
were students not independently about the topic,
engaged? sort the animals that way. 1 of my
 How did students they were helped by their partners, who the students took turns
contribute to their focus students needed to be
were well placed next to each one. answering questions to show
learning? reminded of what it meant to work
 How did teacher and/or
-Teacher kept the lesson moving, and their understanding, and the
students monitor with his partner but that is
only stayed long enough on a question to slower students could follow
 How were the focus something that happens daily and
along well because of the
students engaged and get the answers she was looking for. was anticipated. My last focus
supported throughout partner sharing.
the lesson? student needed 5 prompts from me
Focus Students: throughout the lesson but did work
Focus Students:
well with her partner.
Teacher paid close attention to individual The focus students were
focus students without singling them out supported by a partner who Monitoring: I asked the students
for an answer, unless they volunteered knows they need extra help several times to give me their own
with a raised hand first. She always and encouragement, since levels of understanding on their
thanked the students for their responses, these partners were some of fingers as well as was able to walk
whether or not they were accurate. the most helpful students around during partner time and
selected ahead of time by the monitored questions as a whole

CSTP 2: Effective
Learning Environment Teacher Contribution: Student Contribution: Teacher contributions:
 How did students and The teacher contributed by having
teacher contribute to an
Students contributed by being We reviewed expectations of what it
effective learning students placed in strategic seating polite and well-mannered, meant to work with our partner and
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 9
assignments, more work to accomplish respectful in the classroom to use our six -inch voices. At the
than could fit into a 75-minute lesson, setting and focused on the beginning of the year my class and I
and lots of interaction with teacher. made an anchor chart as to what we
wanted our classroom to be like and
manipulatives, as well as immediate
what the expectations were. We all
attention to classroom control. Only 2 signed it and it hangs on the wall. My
students had to be spoken to regarding class has come to learn that I mean
outbursts or inappropriate behavior. what I say in regards to our
classroom rules and that there are
consequences for taking away
another student’s opportunity to

What actions of the NT contributed to

student assimilation of subject matter: Subject Matter:
Since this lesson came after covering
The students were knowledgeable about
Chapter 2 (Vertebrates) and Chapter
the subject due to previous instruction, 3 (Invertebrates) from the school
and they seemed to assimilate things assigned curriculum I felt as if the
even better after the video, questions students were going to be
during pause, think/pair/share knowledgeable about the subject. I
interactions before classroom discussion, liked that this lesson gave the
then moving to the next slide without How did students construct students an opportunity to compare
knowledge of subject matter? the two chapters in a hands-on way.
getting too bogged down in unnecessary
detail or irrelevant questions. Good By relating some of their own
CSTP 3: Organizing experiences with owning pets Students construct knowledge:
Subject Matter transitions from teacher to keep ahead of I thought that some of the students
 What actions of the NT
and separating animal types in
contributed to student the class getting bored or tired. raising chickens, rabbits, did a great job arranging their cards
assimilation of subject
matter? horses, cows, etc., guided by while others may have rushed or not
 How did students What misconceptions did students have the teacher, the students had worked well with their partners on
construct knowledge of
subject matter? and how were they addressed by the hands-on activities at their the task at hand. I wanted each
 What misconceptions did group of students to share what they
students have and how teacher? desks to distribute and arrange
were they addressed by
Once the students had a chance to find animal cards into groups and had done for a group so that they
the teacher?
different classes of animals could hear what each group had
similar characteristics and classify their
based on a variety of similar come up with but I worried about
cards according to their own ideas, the that being too long.
teacher led them through a set of slides
and videos to clarify the categories once Misconceptions:
again, then had them rearrange their Many students did not get the right
cards all over again without saying answer the first time they were
asked to classify the animals into
anything that they had done incorrectly,
their correct groups but by walking
or reproving the students, only
them through each group step by
encouraging them to start over with a step I was able to make sure that
different classification. they received the correct answer.

How were students supported through How did students participate? Differentiated instruction:
differentiated instruction? Some When I gave out their exit tickets, I
All students worked together in had 3 different animals: whale, snail
CSTP 4: Learning students were quicker than others to pairs, desks together, enough
and platypus and gave my focus
 How were students
assign classifications to animals, but each manipulatives to cover both students the snail since that was one
supported through
student had a set of cards, and they had desks, and had to pass cards that we had specifically covered in
 How did students
to work together as a team to build their back and forth to create 4 chapter 3. I wanted them to
participate? categories. One focus student was participate in the activity but I
 How did the NT contribute separate categories of animals,
to student learning? quietly reminded by the teacher, kneeling wanted to make sure that they were
while the teacher kept eyes on successful and felt as though the
at his desk, that his partner felt left out all students to make sure they platypus would have been too
and not included on his team, after which were engaged, focused, and on challenging.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 9
he reengaged with his partner and the task, or quickly redirected to Student participation:
two of them started working together contribute to the team project. I thought the students were engaged
again. and my one focus student reminded
me of not wanting to work in his
How did the NT contribute to student group but after a private
conversation in which I reminded
him that this was not a choice nor
By being totally prepared with subject
was it polite to his partner he
matter, classroom management stepped up. Students were engaged
techniques, and lots of hands-on and shared openly with their partner
activities, the students were able to and as a whole class. They listened
assimilate more than I anticipated for when it was appropriate and shared
second graders during a 75-minute when the time was right.
lesson. I asked them at the end of the
NT contribute to student learning?
lesson if they were so well behaved I felt as though I was able to circulate
because I was in the room, and what around the room well and check-in
would happen if they behaved differently, with all of the groups in a timely
and their answer was “name on board manner and that the students were
and we would be in trouble”. But it was engaged. I led the teacher think
obvious they loved their teacher and she aloud and modeled what an
appropriate answer would be. I
spoke very softly during the entire lesson,
spoke with the students who needed
only using hand motions to get their corrections and ensured that the
attention, so she never lost her cool or class as a whole stayed on task.

How did students demonstrate I was a little disappointed with my

achievement of lesson students lack of vocabulary terms.
objectives? The students were They wanted very much to use more
given challenge cards to see common language rather than
academic vocabulary but I do
how well they could classify
understand that they are 2nd graders
animals into groups, while the and need to be trained. Especially in
What teacher actions contributed to teacher reviewed slides to a subject like this we all need to be
student achievement? The lesson was reinforce how to identify comfortable using the academic
engaging, stimulating, and challenging at animals by similar vocabulary and I want them to
the same time. The teacher kept the characteristics. She then exposed to it early and often. I polled
CSTP 5: Assessing lesson moving, using multiple modes of passed out Exit Tickets and the students several times to give
Student Learning
learning styles in her instructional me their level of understanding or
 How did students explained how to fill out the
demonstrate confidence on the subject matter so I
strategy, always keeping alert for ticket according to her
achievement of lesson could get quick feedback from them.
objectives? inappropriate movement, talk, or instructions, then had each
 In what ways did After hearing their responses in class
students struggle or behavior, refocusing the entire class with student paste their exit ticket and seeing their exit tickets, I think
demonstrate limited
understanding? hand motions or verbal cues, calmly on the white board. they need more work needs to be
 What teacher actions
contributed to student moving through the class with a soft done to help them remember the
voice but firm directions. I was pleased In what ways did students academic vocabulary just as my
with the presentation but needed a little struggle or demonstrate mentor said. 5 of the 16 exit tickets
limited understanding? Since were missing the one thing I was
more evidence of mastery for closure.
they were all participating in really looking for and that was the
the activities during class, the classification of the animal. 1 was
teacher will still need to review able to tell me verbally what it
and practice before the final should have been when prompted. I
assessment, because I’m not felt as though they understood how
sure they all can use the same and why the animals were different
vocabulary and descriptions of and why we would classify them
classes of animals. She did certain ways which is what the
have them repeat the words as objective was but I do feel as though
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 9
she pronounced them my part of the special objective was
throughout the lesson, but I not accomplished and will need to
think they need more do some further work with them.
reinforcement and repetition
of the vocabulary, since second
graders may have trouble with
retention of scientific terms.

Section 4: Post Observation Conference

I thought as a whole the students did a good job when working together however when I reviewed the exit
tickets 5 of 16 students did not complete it. The 11 who did complete the exit ticket did so properly and gave
To what degree did students the correct answer. One of my students who did not complete it correctly on the exit ticket I talked to verbally
achieve lesson objectives? after lunch and he was able to give me the correct answer which would take my total up to 4 out of 16 not being
able to show mastery. If I include that student as showing mastery, I would be at 75% of my students having
mastery but I still want to review the concept to really make sure that they know what is being asked of them.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student needed minimal
intervention from me. I was
This student needed to be reminded
nervous since part of the video This student needed individual
that he needed to work with his
talked about sorting animals by attention 5 times during the lesson
partner and was able to reengage
color but since this student is color and needed to be reminded that
with the activity. This student was
blind that would not have worked they are to work together and that
able to work with his partner to sort
for him. When I printed the animal her partner is not trying to take
out the animal cards and he also did
To what degree did focus cards, they were all in black and things from her. This student did
share with his neighbor and was able
students achieve lesson white so color was not a factor for work with her partner but often
objectives? to give answers when talking with
him. It also had the names of the times repeated what her partner
his group and as a whole class. This
animals on them so that he could said or added very little to the
is one of my students who did not
figure out what they were from conversation even though she
complete his exit ticket
reading them and not relying wanted to. This student did not
appropriately, but was one who
solely on their appearance. This complete the exit ticket as asked
could give me the correct answer
student worked well with his nor could she give me the correct
when in a one-on-one situation with
partner and shared in a whole answer verbally.
verbal communication.
group setting. This student was
successful with his exit ticket.
I think the things that I could have done differently would be to make sure to start with the anticipatory set and
What would you do differently to front load the vocabulary more. I think the students were engaged with the lesson but could have been even
next time? more engaged. I also think that front loading the vocabulary would have had a big impact on the students
learning and could have yielded different results
1. I thought that I kept the lesson moving well and was able to manage the time as I anticipated.
2. Even though I ran into technical difficulties with my video I knew what was coming next and was able to
What were three top Lesson explain what would happen next in the video and able to keep the students working while I reloaded the video
Strengths? and got it going again.
3. The lesson was engaging to the students and other than a few minor corrections that students were engaged
and were not given much down time to get off task.
1. I needed to do a better job of starting the lesson both in terms of the anticipatory set and the reviewing the
academic vocabulary.
2. Creating engaging anticipatory sets that are geared towards my focus student in their primary learning
language so that they are engaged from the beginning so that even if I cannot keep their attention, they will
What were three top areas for know what the learning objective is and I start with them in mind. If I do that, then the rest of the students
improvement? should also receive the lesson.
3. Transitioning back and forth from teacher to yard duty is tough for me since it feels as though I don’t get a
break. I need to learn to take a few deep breaths and leave the playground outside just as I tell my students.
When I am relaxed with them and present that is when the more authentic me comes out and the students tend
to respond better to that version of me.
I taught this lesson on a Thursday due to power outages so I had anticipated giving a formal assessment on
What are next steps?
Friday but instead the students and I made vocabulary 4 squares. I made mine on poster paper on the board and
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 9
they did theirs at their desk. We all came up with ideas of what could go in each section. My students still
struggled with the academic vocabulary but I thought that they demonstrated an even better understanding of
what goes into each category even if they are not able to use the vocabulary.
Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9 of 9