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: 3 Subject/ Topic: Math
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Practicing and applying strategies independently
Brief Context: Students will use previously learned strategies on their own to solve word problems and basic
fact questions
Prerequisite Knowledge/Skills: Multiplication Strategies
Objectives: [Indicate connections to applicable national or state standards.]
Students will be able to use multiplication strategies independently
Students will be able to recall answers for basic fact questions
Students will apply multiplication strategies to word problems
Students will self-regulate their progress through multiplication station
Assessment: [Formative and Summative]
Formative: Workbook answers
Summative: Multiplication Station answers
Worldview Integration:
Instructional Resources:
Math Expressions workbook
Multiplication Station Worksheets & Folder
Karate Belt Cards

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

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest
I am available to help read work Students may ask a partner for Students will earn more
problems out loud. help any may move around the multiplication station boxes and
room to complete their work karate belts with the more work
that they complete

Options for Language/Symbols
Students have the opportunity to
share their multiplication
strategies and to write their work
down
Options for Expression
Options for Sustaining Effort &
Persistence
Students will earn more
multiplication station boxes and
karate belts with the more work
that they complete

Options for Comprehension
Students have a wide variety of
questions that lead them to
finding answers of specific
questions
Options for Executive Function Options for Self-Regulation
Students will be applying Students will watch their
multiplication strategies progress as they color in the
independently multiplication station folder

* 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.)
Students may turn to one another or the teacher for questions.

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.
I will allow students to move around the room to work on their assignments.

*Supervisors Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Have 7 different multiplication equations using 2s & 5s written on the board
a. Instruct students to turn and talk with a partner to answer the equations
b. When they have solved them all, raise their hands
2. When majority of the class has their hands raised, call on students to answer the equations
a. Call on a different student for each equation
b. Ask the student how they got to that answer
Development: [It may help to number your steps with corresponding times.]
1. Have students open their workbook to page 6
a. Instruct students to try this page independently, but they may ask a partner for help
b. Walk around to see if any students need help
c. If multiple students need support, take a group the back to walk a small group through the
steps of finding the answers
2. Introduce multiplication station
3. Show students their new multiplication station folder
a. Explain that each number of multiplication has its own set of worksheets
b. Each time you fill out a worksheet, you can color in a box
c. By the end of the semester, it is our goal that you have all the boxes filled in!
4. Put out the 2s and 5s multiplication station folder
a. Show students that if you take 2-A and complete it
i. You must put your name on it
ii. Then you can color the box that says 2-A (show students on the folder where it is)
5. Instruct students to work independently on this
a. They may move around the room to work, as long as they stay quiet and undisruptive
6. Before dismissing students, explain that when they feel confident that they know their facts for a
certain number, they can ask to get quizzed by a teacher and can earn a karate belt card
a. Each number is a different color karate belt
b. You earn a karate belt by answering multiplication facts without hesitation
 c. If we see you using your fingers or taking a long time, we will ask you to practice your facts
again
d. Explain that we do this because we want students to be able to memorize the multiplication
facts
7. Dismiss students for multiplication station
8. If a student comes up to earn a karate belt, quiz that student with either 2 or 5 facts
a. Do not allow a student to try for a number other than 2 or 5
Closure:
1. Hand out the 5s flashcards
a. Allow students to quiz a partner for the remainder of the class time
b. If students know the facts quickly, allow students to time one another to see if they can beat
their previous time
2. With about 5 minutes left in class, show students the Shoolhouse Rock multiplication with 5s video
a. https://www.youtube.com/watch?v=7VjcUOmPS5k
*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?