a ANSER Charter School Educating the whole child in a collaborative leaming community Date: 02/04/11 Service Time at Anser: Second Year Class/time: 10:30-11:30 | Name: Sara Garrett | Grade: Early Childhood (Second Grade Math) 4 Master 3 Solid. 2. Developing. NA Not App ‘KEY 1 Needs Guidance 0 Unacceptable able A. Not Observed I Lesson Design Comments J 4. [Instructional practices are selected and sequenced strategically | 4 bitin the esson ISome sort of warm up was ullized before the leson (eg Feview, concept board, math jour, ete) Tasks were connected to "Big Ideas and key concepts There was evidence of differentiation planned within the lesson [ind application of such throughout the lesson: both for strugaling ‘Ezudents as well as for those who need extension JMhe lesson or investigation be fbudemts to make sense of it The lesson built upon studenis prior Knowledge }fhe lesson incorporated strategies that piqued students" curiosity [and hada sense of purpose [Every student had a role andlor a responsibility for producing ‘komething that showed his! her thi Jitie lesson was structured so thatthe teacher talked less and {udents talked more the students did the thinking and the work 1m with an experience, and invited —_leutes, <—]ehore the tols that best-meant It was very evident San was well prepared” for this feswon, Clear leaming targets were posted a5 wel fs clanfied, Aer the Warmup activity (quick images using the Rekenrek) Sara clearly explained the lesson activity. It was ighly inked tothe big ideas of the unit investigation (odd nd even nimbers) Sara ‘anticipated how each stent may enter the activity and Planaed this diflerentiaion ce srugaling sudens using onerete materials such as higher” skilled students Using name charts t0 help them keep tack of the number of students and legs and extension activites for thse who needed them, Students {heir needs The experience students explored was how many legs were there inthe! lasfoom if there were 17 students, The lesson built upon prior experiences of exploring [odd and even numbers. Sra explicitly taught expectations and clarified misunderstanding | before she sent he students of to explore the problem. Student ansitons were timely. ‘Questioning and Student Thinking ‘Comments Teacher fostered mathematical discourse by asking open-ended juestions and teaching/using aligned vocabulary Teacher regularly conferred with students individually and in small groups to monitor each student's level of understanding, to identify class wide issues, and to differentiate instruction Teacher used anchor chars andor other forms of documentation J spihesie and make public evidence of student hiking Teacher promoted flexibility in mathematical thinking by eouraging diferent wat solve problems Treacher asked students to analyze and make sense of errors [Daring independent work time, the teacher actively engaged and ided students (e.., confer with students, pull small invitational [proups, ete.) (Scents were engaged with meaningful tasks related t grade level expectations IMath tasks permitted student 1 engage in the problem or activi with varying levels of understanding {Students showed thinking behind their answers through numbers, words, graphs. and diagrams | 4, Misconceptions, limited understandings, and flawed reasoning | 4 vere clarified by teacher or others students idence was very clear during the warm up a8 well as the main lesson regarding student thinking and discourse. Some of what was observed included How aid you know thar? What i the equation? Did anyone soe ita diferent way? ‘Cheek again Then what di you do? 1 want to know your strategy, not your answer! ‘During student independent activity Sara was "working the room” o check understanding. larfy misconception, ask questions, and give futher directions. Most all studems got ‘lov to business and tok their worktime seriously Stra anticipate the stents who rnseded more guidance and checked in with them to make sue the were using tools that ‘would help them solve this problem. Students were engaged and on taskjeacher and students reflested on and debriefed lesson and 4 kxperiences to improve retention of information, generalization, i transfer of leaning, Ieacher helped students use reflection and debriefing to set goals | A for future tearing : 1 | ‘Sara fetid a debriefing that nluded stdens sharing the strategies ffm the most eonrete t0 the most sophisticated ‘She asked students if they solved the problem in similar way as their perso if thei strategies were different and how was it so. It was amazing to hear the thinking of these young learners and was so impressed by the respectful listening and interaction with what was being shared [Appropriate level of assessment was used to match the leamin “4, roe it was used 10 match the learning [Assessment during instruction was conducted by liste Activity based assessment as well as observation, dents celebrated their success and that of others 3 4 [incorrect answers were viewed as leaning experiences 4 |All students had the potential to learn 4 [Students respected other student’ thinking {outnes and procedures were used to manage time efficiently and fectively “4 High expectations and appropriate standards of behavior were | pected and followed tough Student work samples, student discourse. and A Ghscring questioning ___|Stategy sharing were uz oases the day's oy Bens woe encouraged tans er woR Wngarange or —]lewon. Bath process and content Were 4 rapes (ies, final product, debi, work sample, ete) [emphasize twoughout the eson. og pssesment foesed on oth proces and content with emphasis inher level ink 4. Brudens looked at essential earnings indifferent ways lasroom culture fends tse o student — ing risks and being. celebrated for thet thinking Sars goal is that every child lars 4 the material in a supportive and challenging =} way that best meets hither ability level, Students are respectful and celebratory of one 2 olher’s thinking The culture Is positive, ‘eepecful and itis obvious ebildren enjoy the iearing! ‘Sara has clearly established routines and procedures that work toward continuity of learning. She is explicit in her directions and systematic in expectations, Sara clearly able to strike a balance between activities and is being very conscientious of space, materials and anticipation of potential problems. Sara is able to increase student achievement in learning and make good use of every] instructional moment. attribute this 10 Sara's organization and ability to thoroughly plan for her students to be engaged, active, challenged and most of al 3. Mostall students took responsibility for their learning ‘Comments: Sara specifically wanted me to observe her ability to enjoy the love of leaning. to differentiate for her range of leamers. 1 was pleased to soe that Sara specifically planned for this as well s carried out her plans ina very successful way. 1 would consider the differentiation she applied with her math students a model for others. [loved the way McKenng a found suecess with the cubes, was exuberant about sharing with me that she got the “right answer” and felt excited to share her strategy with her peers. The great thing about Sara and her ability to differentiate is not a “one shot” lesson. I've observed Sara differentiating for students in all content areas throughout the school yer. I've also observed this through professional development activities. AA transcript of the Sea Hust Alsfp esson was given fo Sara before the scheduled post-conference in order to be prepared for a reflective dialogue of the Suzanne dos: Education Director/Principal Date