WendyKanter

ILPD781
Cycle2
DreamBoxIntroduction
Determining the Purpose

AftermeetingwithMs.B,asecondgradeteacher,todiscussherfirstevaluation,wegot
intoadiscussionabouthowimportantstandardsandproceduresare,especiallyin
primarygrades.Ms.Bwasathirdgradeteacherlastyearandhasbeenworkingon
understandinghowtosetupclassroomprocedurestostudentswhojustexitedfirstgrade.
Shestatedthateverydayshespendstimegoingoverprocedurestoreinforcethem.

Aswediscussedtheresultsofherinitialobservation,wedecidedtocontinuetouse
Danielsonasanobservationtoolasitiswhatwebothgetevaluatedonandweboth
wantedadeeperunderstandingofit.WealsofeelthatDanielsonisusedassomething
thatwehavetoalwayshaveanexemplarlessonfor.Whataboutthefirsttwoweeks
whenwespendtimepracticingliningupwithoutrunningeachotherover,Ms.Basked,
WhatifIwasobservedwithDanielsonthen?

Nowthat,throughmycourseworkonunderstandingobservation,Ihaveabetter
understandingofthepurposeofusingDanielsoncanbenotjustevaluativebutalsouse
forgrowth,IwasinterestedtoputtingittothatusewithMs.B.Shewantedtofocuson
proceduresforhersecondgraders,sonaturallyitmadesenseforustofocusincloselyon
Domain2:TheClassroomEnvironment.TheopportunitytoobserveMs.Bsettingup

WendyKanter
ILPD781
whatmaybeusedinarotationforanexemplarlessonplaninthefuturecamewhenour
schoolfinallygotourstudentsDreamBoxsubscriptions.DreamBoxisanonlinemath
programthatassessesstudentsmathskillsandprovideswithinstructionalactivities
cateredtotheirabilitylevel.SomeofthemodelsmimicthePARCCassessment,giving
studentspracticewithasimilarinterface.

IobservedMs.BintroduceDreamBoxtoherstudentsforthefirsttime.Twodayslater,I
metwithherandpresentedtoherasummaryreportofthelessonwithafocuson
DanielsonDomainTwo.ThissummaryreportisavailableasAppendixA.

After the Observation

Oneofthemostsurprisingthingsaboutthisexperiencetomewasthatevenintheroleof
anobserverIwaslearningnewthingsconstantly.Ilovedhavingtheflexibilitytotry
somethingoutandobservealessonthatyouwouldneverpickforaformalobservation.I
lovedthattheideaoriginatedfromaquestionIhadaboutsecondgradestudents
behaviorandtransformedintoageneralexplorationofhowourdaytodaynecessary
proceduresfitintoacountythatdemandsarigorouscurriculum.

WhyDreamBox?
DreamBoxissomethingthatourschoolsMathResourceTeacher(MST)hasfrequently
pushedassomethingthatstudentsshouldbedoingforanhoureachweekinclassandat

WendyKanter
ILPD781
home,aswell.WhenIfirstaskedherwhatshewasdoingfortheweekIwantedto
observeher,Ms.BinitiallylistedthedaythatshewouldbesettingupDreamBoxasa
daythatIshouldntcome.Butafteraquickdiscussion,wedecideditwouldbethe
perfectdaytoobserveandreallylookforgrowthinDomain2.

CollegialLearning
Ichosetoworkonthisprojectwithateacherisengagedenoughinherenvironmentto
lookforopportunitiestogrow.Inthisway,sheexhibitscharacteristicsofselfdirected
learning(Glickman2014).However,asateachersheconstantlysolvesthereallife
problemsofherclassroom,andexampleofthetheoryofandrology.

Aswesatdowntodebriefmynotesandherfeelings,Ifoundthatwereallystartedto
thinkfromadifferentmindsetthanagroupofnewteachers.Inthissense,withoutthe
hugelifeeventchange,butsimplybysteppingintodifferentshoes,therewasa
transformationalshiftastohowwethoughtaboutwhatwasoccurringintheclassroom.
Byonlyfocusingononedomainthattheteacherhadidentifiedasanareaofgrowth,we
wereabletocloselylookatwhatwentwellandwhatdidn't.Thiswastheperfectlesson
tocapturespecificdataaboutmanagement.TherewasnoCommonCorestandardbeing
taughtbuttherewillbeaformativeassessmentthenexttimethestudentsattempttolog
ontoDreamBox.

WendyKanter
ILPD781
DreamBoxissomethingthatourMSTexpectsustobedoingregularlywithgroupsof
students.Manyteacherschoosetouseitasamathrotationcenterintheirclass.Once
studentshaveaccomplishedasmoothtransitionwithit,itcouldbeaperfectcomplement
toasmallgrouprotationsinstructionalmodelinahighachievingDanielsonlesson.ButI
lovedthequestionthatMs.BandIdeveloped:Whataboutalloftheblood,sweat,and
tearsyouputintothesetransitions?

ThinkingCriticallyabouttheCurrentProcess
Thisbegsthequestiontomethinkfromasupervisorystandpoint,Ifyouarelookingfor
afulllessonandnoticethatsomeoneisscoringlowinDomainTwo,doesntthatmean
thattheydidntdoallofthoseprecursorstepsinsettinguptheirclassroomprocedures?
Ifyouareinaclassroomfourtimesayearareyougoingtobeabletoaddresstheminute
detailsofsettingupproceduresthatthencauseteacherstomakeorbreakalesson?From
myownpersonalexperience,IknowthatthetoneIsetinmyownclassroomforthefirst
monthofschoolisextremelyimportant.Itstatesmyexpectationsandsetsupastandard
forlearningnewproceduresthroughouttheyear.Idontthinkthatanyonecansaythat
onepointoftheyearis100%moreimportantthananother,butIdothinkthatespecially
fornewandnontenuredteachersthatfirstmonthiskey.Yetitsamonththatyoumay
notbeabletotrulycaterafulllessontoincludeallofDanielsonsstandards.

Idontthinkthatitwouldbefairorhelpfultoateachertosummativelyassessthemon
allfouroftheDanielsondomainsastheirfirstobservation.Weknowthatstudents

WendyKanter
ILPD781
benefitfromsmallformativeassessmentsandfeedback.Somanynewandnontenured
teachersarestillattheselfadequacystageoftheirliveswheretheywanttodowelland
impress.Whichisgreat,buteveryonecanusesomeextradevelopmentinhowto
impress.IenjoyedtheopportunitytoformativelyassessMs.BonDomain2atapivotal
timetothinkabouthowclassroomproceduresareoccurring.
DelvingintotheDomains
ImarkedMs.BasproficientforCreatinganenvironmentofrespectandrapport(2A),
ManagingStudentBehavior(2D),andOrganizingPhysicalSpace(2E).Forexplicitnotes
onbehaviorsobservedaswellasinstructionalsuggestionspleaserefertothesummary
reportinAppendixA.

ForEstablishingaCultureforLearning(2B)andManagingClassroomProcedures(2C)I
markedMs.Basbasic.ImnotsureifIwouldhavemarkedherbasicifIhadobserved
herteachingamoreinstructionallybasedlesson,butIthinkthatregardless,thisshowsa
needforimprovement.Whilegoingover2BwithMs.B,wediscussedhowshefelt
teachingthislesson.IwasreallystressedaboutitbecauseIwasworriedthatnoone
wouldgetitandknowwhattodo.Theylovethetechnology,though,shetoldme,and
intheendeveryonewasabletoactuallylogin.Iaskedifshefeltherstressshowed
throughtothestudentsandshesaidDefinitely.Wediscussedthepossibletonethatthis
couldset.Itriedtobalancethediscussionbetweenanondirectiveconversationanda
collaborativeconversationforthepurposeofhittingparticularquestionsIhadafter
writingupmysummary.Ms.Bsaidthatshefeltherstudentswouldnthaveunderstood

WendyKanter
ILPD781
thattheyweregoingtousetheprogramlater,butwhenIaskedherhowmanytimesand
inwhatcapacitysheenvisionedherselfusingDreamBox,shesaidthatshesawthemerit
inlettingthestudentsknowwhatabigdealitis.EspeciallysinceIhavealotofnew
oneswhodontknowaboutthecontest(ourMST)hasforthem[ToworkonDreamBox
athome],Ms.Breasoned.

WhileIwasanalyzing2C,Ifelttherewasatremendousamountofvaluableinformation
tobediscussed.EvenintheDanielsonevaluationguide,2Cisalmostlikesitsown
domainbrokenupintosmallerparts:managementofinstructionalgroups,management
oftransitions,managementofmaterialsandsupplies,andperformanceofclassroom
routines.Ms.BandIdiscussedeachoneofthese.Iaskedherwhyshechosenottouse
instructionalgroupsandifshefounditeffective.Shesaidshedidbecauseofhavingthe
largestepbystepscreenprojectedontotheboard.Butshealsosaidthatshewishedshe
wasntrunningaroundlikeacrazycomputerfixinglady!theentiretime.Isuggested
sometechnologyproceduresIveseenthetechnologyteachersuseintheirclassroom
suchasraisingahandwhiledrawingapicturetolettheteacherknowthatyouneedtobe
nextontheirlist,toshowonefingeriftheyrealittleconfusedbutstillworkingon
figuringouttheirnextstepandfiveiftheydontknowwheretheyare,andtoappoint
technologyhelper.Shedidn'tloveallofmyideaswhichisfinebutwedidhavea
productiveconversationabouthowintroducingtechnologyintoourclassroomscanbe
stressfulbutitsthetechnologyteachersjobs!Wecanutilizethemtohelpusmanage
proceduresforstudents.Shealsofeltthatthetimingofthestudentsputtingawaytheir

WendyKanter
ILPD781
computerswerefrustratingforherandtheotherstudentswhowerewaiting(theydid
seemantsy!)andhowsheplanstopracticejustthistransitionmultiplemoretimes.

Wetalkedaboutalotofteachingdetailsthatyoudontlearninteachertrainingor
throughPD.Danielsonwasgreatinthatitprovidedusastructureofthingstotalkabout
thatwewouldnthaveotherwise.However,Idontthinkthedepthoftheconversation
aboutminuteproceduraldetailsthatwehadcouldhaveeverhavehappenedatafirst
formalobservationmeeting.Fromthisexperience,Icansayitwouldbeapositive
transitionintoteachingandintoDanielsontobeobservedinformallyusingjustDomain2
atthestartoftheyeartobetterunderstandtheimportanceofapositiveclassroom
environment.Letsremindteachersthatobservationscanbelearningexperiences,asthis
onewasmutuallyformyselfandMs.B.

AppendixA
SummaryReport
DreamBoxIntroduction

2ACreatinganenvironmentofrespectandrapportProficient

WendyKanter
ILPD781
Ms.Bshowedrespecttostudentsbyacknowledgingstudentswhoweresuccessfulat
followingdirections.ShewouldrepeatdirectionsbysayingLookat(name),theyhave
clickedonthehandoutfolderandhaveitopenwaitingformynextdirection.Students
participatedwillinglyinsettinguptheircomputersforDreamBox.Ms.Backnowledged
thatsomestudentswouldbeabletoaccesstheprogramoutsideofschool,butalso
mentionedthatstudentscouldaccessDreamBoxatthelibraryiftheydontuseInternetat
home.Danielsonstatesthatrespectshouldbedistinguishedfromstudentscomplying
withstandardsofconductandbehavior.Inanobservationsituationlikethis,the
directionsweretosimplycomplywiththestepbystepdirectionstosetupacomputer
system.Studentswerefocusedonjusttheircomputersanddidnotseemtonoticewhen
othersaroundthemwerestruggling.Studentswhowereabletofollowthedirectionsthe
firsttimegiveneasilyweresittingattheirdesksorgettingupandwritingonthe
chalkboard.Iwouldsuggestmakingthosestudentshelperstohavethemhelpand
interactwiththeotherstudentsaroundthem.

2BEstablishingaCultureforLearningBasic
Atthestartoftheclass,Ms.BtoldstudentsThisisgoingtobeaclasswithalotof
directionfollowing.IaskedastudentWhyareyoudoingthis?andthestudentsaid
Toplayonthecomputer,whichshowedmethatstudentsdidnotunderstandthevalue
oftheirtimesettingthisprogramup.Ms.Bwouldfrequentlyhavetoaddressstudents
multipletimesbeforetheycompletedthenextstep.Shewouldaddressstudents
individuallyandverbally,(name),Ineedyouoffyourchairanduphereorfromacross

WendyKanter
ILPD781
theroomwhenspottingastudentnotlookingatherexampleonthescreenIneedyour
eyesonmyscreen,(name).Inthisparticularproceduresettinglesson,studentsdidnot
seemtounderstandthepurposetowhattheywerebeingtoldtodo.Therewouldhave
beenwaystogivethesestudentsapurposeofthislesson.Byopeningtheclassbytelling
themhowtheywillbeusingthisprogram,ortellingthemthattheprogramwillbeableto
belikeanindividualteacherhelpingthemonareastheirpretestshows,studentsmay
haveunderstoodwhytheywerespendingadaysettinguptheprogram.Ms.Bsprimary
taskwasexactlywhatshestatedatthestartofthelesson:togetthroughthisprocedure.

2C:ManagingClassroomProcedures:Basic

Thiswasawholeclasslessonandinstructionalgroupswerenotmade.Therewasatitle
onemathteacherintheroomatthetimewhowasnotutilizedinasmallgroupsetting.
Whenstudentsweregettingcomputersandputtingthemaway,Ms.Btoldstudentsas
theyarrivedatthelaptopcarthowtoputcomputersawayindividually.Thistookalong
timeandmanystudentswerewaitingattheirdeskstoputtheircomputersaway.Ifher
modelingwasdoneonawholegrouplevelorifshehadstudentspracticethecorrectway
tohandletheirlaptopwithabook,theymayhavebeenabletomovemorequicklyrather
thanwaitforhertomodeltheprocessforeachchild.Atthistime,studentsforthemost
partwaitedfordirectionstomove.Studentsdidfollowanalreadyinplaceclassroom
procedure,writingonthechalkboard,whentheyweredonewithastepthatMs.B
modeledonthescreen.TwostudentswereupandwritingonthechalkboardbeforeMs.

WendyKanter
ILPD781
Baskedthemtomovebacktotheirseats.Therewasnothinginplaceforstudentstodo
otherthancalloutwhentheycouldntfindlinkorapage.WhileMs.BandtheTitleOne
teacherremindedthemtoraisetheirhands,theywouldrespondandmovetohelpa
studentwhowouldbeyellingoutIcantfindit.

2D:ManagingStudentBehaviorProficient

Ms.Bwasveryclearinsettingherexpectationforstudentbehavior.Shebegantheclass
bystatingTwothingsaregoingtobeveryimportantaswedothis.Thefirstthingisthat
youarelisteningtothedirections.Thesecondthingisthatyouareonthesamestepas
me.PleasedonotthinkOhIknowhowtodothisImgoingtogoahead.Iwillnot
moveonuntilweareallreadytomoveon.Ms.Bwouldrepeatthesedirectionsasshe
modeledhowtologintoDreamBoxthroughthelesson.Shefrequentlyreinforced
positivebehaviorbytellingthewholeclasswhenshesawastudentontask.Overall,she
wasawareofstudentswhowererestless,addressingthembysayingJustholdonand
wereabouttomoveon.Therewasnodirectmisbehaviorpresent.Nostudentwas
purposefullycompletelyofftask.Studentswhowereonthewrongstepwereattempting
togettothecorrectlocationonthecomputer.

2E:OrganizingPhysicalSpaceProficient
OnethingInoticedaboutMs.BsroomfromthefirsttimeIwentinwashowsmallit
wasandhowcleverlyshehaditarranged.Itisarrangedintwolongtablesofstudents.

WendyKanter
ILPD781
Thisisveryspaceefficientandcouldprovidestudentsopportunitiesforcollaboration.
Forthisactivity,whereMs.Bandthetitleoneteacherwereconstantlyrotatingaround
theroomandhelpingindividualstudents,itwaslaboriousandlongforateacherto
essentiallywalkaroundtheentireroomtoreachastudentseatedacrossfromthestudent
theyjusthelped.Foranactivitylikethis,Iwouldsuggeststudentsallfaceonedirection
sothatateachercanseeallscreensandknowwheretogotohelpout.Studentscould
rotatetheirdesksforthispurposeandtocreateroomforteacherstogettothem.Even
thoughnotalldesksfacedthefrontoftheroomwhereMs.Pwasprojectingherown
computer,sheblockednoonesview.