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Ms. XYZ,

I'd like to highlight what I saw during my classroom walkthrough on Oct 28, 11:00-11:30am, 3 rd period:

Criteria

Observation & Remarks

1.

Facilitates organized, student-centered,

Students copy notes down (definitions, key words) on linear functions.

objective-driven lessons

2.

Checks for student understanding and

Calls on (random?) students for responses. A few students use hand gestures to demonstrate understanding on what y- and x-axes are. Left a sheet of paper in your mailbox illustrating different ways to check for understanding (CFU); whole-class CFU from time to time in a lesson helps you pinpoint how much the students are progressing in a lesson and to keep them engaged too.

responds to student misunderstanding

3.

Differentiates instruction for student needs by

Verbal and visual (projector) lesson. I like hand gestures that go hand-in-hand with certain math concepts e.g. positive slope implies a linear function is rising, showing the hand rising from left to right.

employing a variety of instructional strategies

4.

Engages students in work that develops in

Great that allusion to real-life examples is made, connecting math to relevant, meaningful examples that students can relate to. I’m not particularly sure how much you’d like to extend a discussion on such real-life examples although I’m all for such discussion. A two- minute think-pair-share and then a two-minute whole class discussion would help in such extension/discussion and in their helping each other to check each other’s understanding.

higher-level thinking skills

5. Maximizes instructional time

Yes, and students are productively working while teacher is monitoring around the room.

6. Communicates content and concepts to

Clear voice. Fast pace speech captures kids’ attention, which means at times slower pace might just capture their attention as well (this is the teacher’s call).

students

7.

Promotes high academic expectations for

Praises students for their participation. Teacher breaks main concept down into guiding questions, leading students toward mastery. Acknowledging, different from praising, kids for their participation, positive behavior, or hard work is another way to build a conducive class culture.

students

8.

Students actively participating in lesson

Yes! Great group of kids learning with teacher leading the way. The recommendations in bold above would get them more active in their learning.

activities

9.

Sets and implements discipline management

Walks around the room to check in on certain kids. Redirects non- threateningly and students generally comply. I know some of them are like whiny babies, but that’s okay, let them be, as long as they comply and re-focus on their learning or work.

procedures

10. Builds a positive and respectful classroom environment

I feel belonged to the class. The kids’ general behavior seems to indicate the same.

Criteria (Cycle 1)

Observation & Remarks

1.

Class goal (e.g. every student will achieve at

Will discuss on progress made if applicable from Cycle 1.

least 80% mastery)

2.

Class rules/expectations (e.g. be on time, be

Will discuss on progress made if applicable from Cycle 1.

respectful, be prepared, be attentive & on task)

3. Class culture/atmosphere

Will discuss on progress made if applicable from Cycle 1.

4. Math/college posters

Will discuss on progress made if applicable from Cycle 1.

5. Teacher involvement with students

Will discuss on progress made if applicable from Cycle 1.

6. Teacher questioning techniques

Will discuss on progress made if applicable from Cycle 1.

7. Checks for understanding

Will discuss on progress made if applicable from Cycle 1.

8. Lesson objectives/agenda

Will discuss on progress made if applicable from Cycle 1.

9. Lesson opening/engagement

Will discuss on progress made if applicable from Cycle 1.

10. Lesson activities

Will discuss on progress made if applicable from Cycle 1.

11. Lesson closing

Will discuss on progress made if applicable from Cycle 1.

Action Steps: I forgot to see if your lesson objectives were written on your side whiteboard as follows: broken down into noun and verb parts, straight-to-the-point (which yours had been), and uses the correct mathematical terms/vocabulary (which yours had been). For example, “describe [verb] the properties of a linear function [noun] including intercepts and slope [noun].” These lesson objectives are to be verbally mentioned upfront and re-visited from time to time during a lesson and assessed informally or formally when closing out a lesson. That way, your written lesson objectives on the side whiteboard become relevant and important for your kids.

Feel free to let me know of any help you need. I'm here to help you and to learn from you as well.

Kind regards,

Tan