Lesson/Classroom - Observation Tool

Date: November 2015

Classroom: Kristen G6 and G7

Teacher Focus: Induction Year:

Coach Focus: What is the impact of the teacher on student growth mindset, and how does that impact how they think mathematically
(engage in mathematical discussions, see self as mathematician)?
What does student growth mindset look like in a mathematics classroom?
On-Going Focus: MP1: Persevere in Problem Solving
MP3: Justify Your Thinking / Critique the Reasoning of Others
What are the teacher moves? Student
moves?

What is the teacher doing to engage

students in math growth mindset?

Questions for Teacher Reflection

Wednesday, November 25th G7

Day Groups 1, 2

Wednesday, November 25th G7

T uses precise mathematical
language
Ss engaged in discussion;
connecting new mathematical ideas to
previous learning (unsquaring =
square root)
T collecting evidence of Ss
learning using Index Cards to check
progress
T prompts options for where
to work on HW that isnt complete
(outlining expectations)

Wednesday, November 25th G7

How will Ss demonstrate
understanding of what happens to
their Avatar (in 3rd, 4th column)?

Mini-Lesson
T leading Ss through Scale Factor
Focus: Questions that promote Ss
Growth Mindset
Whats the relationship
What do you think it might be
What have you seen like this
before
What could be an example
What are you thinking might
work

Avatar Exploration

Monday, December 7 G6
Minds-On (Butter Task)
T leads Minds-On, Ss
comfortable with conversation
(engaged in prompting, leading)

Created by ASD Teaching & Learning Coaches, 2014

Monday, December 7 G6
Minds-On (Butter Task)
Where in the Minds-On might there be
opportunities for Ss to justify their
thinking / planning / exploring?
Is there a place for a mini-lesson
during Minds On or does that come later
in the lesson? Ss explained solutions, which
touched on division of fractions =
understanding was not yet clear

 Ss socially engaged - they

want to discuss and do when there
are breaks in T prompts
T transitions to Mini-Lesson,
leads Ss through thinking of Division
of Fractions
Monday,
December 7
G6
Minds-On (Butter Task)
T leading Ss through Minds-On Task

Focus - Questions/Prompts:
T: What else do you need to know
Ss: Which operation do we
need to solve it?
T: What is too big anything that is too
small?
Ss raise/share
T: Give me a guess that is
T: Can you make a guess (with what we have)
T: Try to find where
Ss: Wait, is the question
(reframes)
T: Would you like more information?
Ss respond yes; T gives next label
T: I have one more tool (provides label)
T invites Ss to come up and label guess
T: Does anybody have a different guess
T: Raise your hand if you agree
T: Does anyone have something different
S I am pretty sure it is wrong;
T Thats ok, we love wrong (Ss did share)
S (different) well its more than 5 but less
Created by ASD Teaching & Learning Coaches, 2014

than 7
T: Who agrees with do you want to see the
actual answer?
T: Well what was right? Your number was
correct, but you placed it incorrectly
T leads through error analysis of ss shares;
T explains mathematics
T: What are some other methods
Ss talks through an MP3 (see comment side)
Transition to Mini-Lesson Division
of Fractions

Planning Meetings G6 Team (Amanda & Kristen)

AT: Can we look at this with a critical eye, how might your LSS kids approach this?
KM: I think theyll use (
AT: I think a lot about what Ryan said about the cognitive load piece. I want them to do well, I just dont want them to lose steam.
Team agrees, begins 1:1 talk through each question - looking for challenges and places to reword content to lighten the Cognitive Load
Question #3 rework the format to include steps as separate bullet points = scaffold for all Ss access
Planning Meeting G6 - Sunday, December 6th
Team discusses Fractions Unit and pacing
- AT classes paced differently [perhaps based on LSS vs. not], sorting through activities
Created by ASD Teaching & Learning Coaches, 2014

- MH proposes Cartoon Corner fractions task (Charlie Brown pizzas) = baseline for Ss understanding
- AT explores where scaffolding might exist in task; noting #3 is the focus with prompts already in place for differentiation
- KM working on Holiday Recipes activity with her G6 class - Ss are ready for something more
Goal is for G6 to be paced within a few lessons so that Ss are experiencing similar tasks/activities and discussion around
mathematics
Goal for assessment pacing important - when / how / where will G6 Ss be assessed throughout a Unit (fractions)? End of unit
summative?

Created by ASD Teaching & Learning Coaches, 2014