Guest Pre-Observation Conversation Form [Trprovenienl Strategies 7 > Utilize Gradual Release Model of instruction as the framework for teaching and learning > Academic Vocabulary Enhancement > Writing Across the Content Areas > Differentiated Instruction Host Teacher explains the focus of today's less = mathematics of rubber band dilaton’ = drawing math out oF the contexts = mohce > wonder > conjecture Ks a Guest Teacher Iam focusing on: whelp students, ask what they nohet, help with notiang iF necessary |- what supports do students need? what did students wonder about? what were students reachons tu being stuck? how much pre-teaching will be necessary? - differenhate between groups? Guest Teacher Norms Be an open learner! Stay positive and relevant. Respect the time frame; be on time to pre-brief, classroom vistation & debrief. Please no sidebars inthe classroom. Hold silent as you watch Refrain from discussion untll the debrief session begins Ask permission to interact with students. Frame observations with "I noticed...” and "I wondered...” language. Limit movement around the room. Be aware of physical limitations of the room, students. zClassroom Visitation Sheet: Guest Teacher Seript it, Keep in “Inoticed....” and “I wondered...” language, ‘Feacher Actions & Evidence of Instruction: | Student Ketions & Evidence: 7X noticed yor made students I> noticed the Students Kew plan methods, agrea or disagrees | #0 mutvply but not wi | from class? becomes larger or Smaller HI weadered why Nou gave & - Students Focused on Quality hint on the board during ae of the image not Site warm up? TF wondered iF all Students -T noted you asied about if te} Sree ee ee ear eel eer eters dee acy measurements and Seale happen but did, aot Follow up (ensee ses Guest Teacher Norms Bean open earner! Say poiiveand relevant. Respect he timeframe; be on time to pre-riet, classroom visitation & brie Please nosidebarsin te dasroom. Hold lent as you watch, Reta tom discussing unl the debrief esion begins [Ask permission to interact vith students. Frame sbserontnns win noied.” and"I wondered." language nit movement around the room. Be aware of pysica imitations of the room, students. 4 evn leat)6 ‘Classroom Visitation Sheet: Guest Teacher Sahn S ceaide nig si moneed ved Fontew-antan --vuag wae? Samal croc ima Shapes were similar Swell, shape did not change scate Factor larger than 1, gers bigger, less thar |, smaller HT noviced students needed Support with “how fo use the boot 40. follow the shage students noheed shat iF trey dd it perfectly they would be Frew can You reduce? how much bigger is i? (student wondering Students Hough! rubber bands makes i 3x larger conjectures (students) ines between Corresponding Parts meet at Center of dilahon * extra rubber bond means scale Factor 3 of Mod: Teacher Student Tas + Frown dea iatason >Re iar Died ston {Goan gcusent payee {Rien titi 2 Ri etasonon Heda tinea Wear tnt amen 7 Remtepae pes ued eecten Screen ees Aeceuabie ub wb eter ects rps cut ron 1 Revideracaona moaaing + Firpteprsersongide | 2 Yemen seede asec caee Fou eager ite eee aes 7 Wott i poom er Gintonwiaang |< Chiaeconon mom +O SSenShee Seba nm tk 1 Eowwehclkcteesmct ies | + Conosaneieaee eet 1 Cetpne prover ma + Fitrwin pee orcas Tou Ge ndepanteniy — | > rar pec onan Tr yamine “haspecen boos Bowe : 1 Boemnestevel of ndetendingSe find oho Classroom Learning Lab Guest Reflection Form sient Lee Ta re dence did yos notice around te caf of teaching? (ently 2.3 specific cbserratons frm you | Visitation Form.) Tiquestions asked but lef} unaniwered -1 noted that aanmeRee the teacher ‘answers cand make Connections 40 wonder about let the students give Wisi waight be some wondevinga you Wave sa the resul ofthis vsiation? Start with Noticing and ada Foor Wondering, (See Nelcings and Wonderings for model) “I noted that Students made cclions hesween — measure’ and scale factor easily. = wonder what coanechons they would make with area or with the distance. From the Center _of _ dilation “what ight ave contributed fo the studanis" performance? = previous Enowledge abuut dilations from fhe day befvre Focusing the students on students gage importeince. Which gueshons. were — mathematical, peas Be |. What are some factors in this form of professional development that make i authentic for you? siceing a lesson in prachee nor they or hearing about “t sharing the same —expervence with other Heachers whe are working toward. similar goals 5. Wit changov in your leaching practice de you plan lo mao ava rosull ofthis vieiation and discussion? allow For more wait time + ask more upen enced questions, push students te think more tran just getting the answer] Formula From the ‘eacner Er Wit support or Fvources will you need fo make this change happen or raccessful? = actvitics that require the students «to make “heir own conjectures and — answer their own questions wad © shoot