Breitung Township Schools Teacher Observation Summary Teacher: Betsy Seilaff Observing administrator: Darren Petschar Subject/Grade: Math Grade 4 Date: 1/6/2016 The following is a summary based on a classroom observation conducted during this school year. Comments/recommendations are listed at the end of this summary. Observation summary: 12:35 Students enter the room from lunch. On the bulletin board by the desk is the common core standards for understanding place value for multi digit whole numbers. Students enter the room, take out a book and start reading as they wait for other students to enter the room. “Take out times test and get ready for the test”. ‘Students put name on paper. ‘On the board is a one minute timer. Ms Sielaff walks around to see if students are ready. Did you look it over last night. Timer starts and students take test. Ms. Sielaff also takes a time test. She finishes with 13 seconds left. Doing a game | have who has. Students have a card with an answer and a problem. Start with who has 28/4, See if we can beat our time from the last game. 3 minutes 57.80 ‘Students ask each question. Students beat time 3.22.96 12:44 pm problem of the day. ‘Alex how did you solve that problem? Alex explains ( the answer was wrong. You needed to subtract 400 from the 500.). The answer wasn't the total number but how many more. 3200 /t 400 4000/8 is 500. Then subtract. Problem solving. Brice d 2000. ‘Open books to 335. Reads problem. Then asked about key word, Students says the word about. Round 642 to 640 or 600. Look at the fact family. What place value to round to. Students say 640 because 8 goes into 64.Look at rounding to make a fact family. 1168/6 you would round to 1200 then divide out. 1200/6= 200. Tea set worth about $200 Guided practice 161/4 160/4=40. Then check with multiplication. 12:59 students work on independent problems. 123/3, 244/6, 162/2 Ms, Sielaff helps Kiera, other students raise hands then go to board. When done move to 5, 6, 7. Helping Dylan work on his problems. ‘Student friendly learning targets. This helps students know what they are suppose to learn during the lesson. What would be a student learning outcome for this lesson? ‘Students write answers on board. Students continue to work on independent practice (What part of the unit is this lesson?) Students write answers on board. Work together on 11, 12, 13 Teaching how to divide 7200/80 Give peace sign to give class answer. Answer was 9 8052 round to 8100. 8100/9 =900 Problem solving the total cost $2475 for 5 family member for 6 days. What is the cost per family member. $2500/5 = $500 361 foot hill how many yards does he need to walk? What are we going to do? Allison round 361 to 360 then divide by 3 = 120 yards. 806 points on 9 tests. About the same on each test. Round to 810 and divide by 9. Equal 90 points per test. 8 rows of beans total 1600 bean plants each row same number. 1600/8 = 200 beans Homework, Estimate and work on problems. Read intrusions to see if you need to check it or not.‘Students continued to work on he homework. Instructional strategies observed: Introduction Warm-up activities Group work/Lab Q_Bellringerifocus question Reading © Goalpurpose Writing’Note-taking Q Direct instruction 1 Discussion Guided practice/reading 1D Visual schedule O Visual schedule Q Students engaged in areas of Big Five Student engagement techniques used Frequent responses by all students Providing immediate affirmative and 2 Lessons Targeted corrective feedback Closure Independent practice Other. Comments/recommendations/Questions: The students started the lesson with a review game called “I have ... Who has ...? This game was a good review of the basic math skills needed to teach the current lesson. It was timed and students were challenged to beat their previous time on the game. Do you have different sets of ‘eards for this game? The lesson followed estimating 4 digit numbers to find approximate answers. Students had to have background knowledge of basic multiplication facts to understand how to estimate to make a fact family member for multiplication, Student engagement included whole group response for answers using signs such as a peace sign or thumbs up as a signal for response. The lesson was presented from the book using the ‘Smart Board. What other ways could you have the students more actively engage in the lesson? As students worked on the independent classroom practice, other students worked on the board. Ms, Sietaff walked around the classroom helping students while working on problems. Students who worked on the board had the class check their answers. Students worked individually during the independent practice time and homework. The students in the classroom have a variety of skills and abilities. How would you change the lesson to to build the skills and differentiate your instruction,