Wesleyan College

Lab Course Observation Instrument (LCOI)

___Kyaria Walker_____ EDU 420/490 Alternate TCOI Assignment #1: Math Grade 5 March 30,2019 Dr. Kaye Hlavaty
KEY: N/P= Not Present or applicable 1 = Emerging 2 = Developing 3 = Proficient 4 = Exemplary

Numeric Operations with Decimals Duration: 2 hours 30 minutes

NP 1 2 3 4 Observation Proficiencies TCOI
x 1) Lesson planning, preparation and organization are evident. II-3b II-3b
x 2) Materials are organized and distributed efficiently. II-5a; II-5b II-5a; II-5b
x 3) Various and appropriate resources are utilized II-3b II-3b
x 4) The purpose of the lesson is articulated (communicated to the students). I-2b I-2b
x 5) Sound knowledge of the content is evident. I-1a I-1a
x 6) The lesson is designed to accommodate a variety of student abilities and learning I-1b; II-4b; II-4c I-1b; II-4b; II-4c
styles.
x 7) “Real world” connections are addressed in the lesson. I-1b I-1b
x 8) Objectives are measurable and relevant. I-1b I-1b
x 9) Students are given clear directions and demonstrate a readiness to complete the II-4b II-4b
assignments/assessments.
x 10) Assistance is provided to individuals or groups as needed. I-2b I-2b
x 11) Adequate feedback and encouragement are provided to the students. II-5c; II-6a; II-6b;II- II-5c; II-6a; II-6b;II-6c
6c
x 12) Knowledge of the students’ background and performance is used to assist in III-7a; III-7b; III-7c III-7a; III-7b; III-7c
developing activities and assessments.
x 13) Assessments are aligned to the lesson objectives. III-7a; III-7b; III-7c III-7a; III-7b; III-7c

x 14) Candidate closes lesson effectively (eg: Provides students an opportunity to self- III-8a; III-8b; III-8c III-8a; III-8b; III-8c
assess)
x 15) High academic expectations are communicated to students. II-3a II-3a
x 16) Students are treated fairly and equitably. II-6a; II-6b; II-6c II-6a; II-6b; II-6c

x 17) The classroom environment is supportive of learning. II-5a; II-5b; II-5a; II-5b;
x 18) Transitions are effective II-5a; II-5b II-5a; II-5b
x 19) The candidate speaks and writes standard English clearly, correctly and distinctly. II-3a II-3a
x 20) Effective classroom management skills are evident. II-5a; II-5b; II-5c II-5a; II-5b; II-5c

A plan of action addressing any area where a ‘1’ was received should be submitted within one week of signing this form.
“NP” (not present) is not a “0” score. This should only be used when an area was not included in the observed lesson.

Observation notes are on the following page(s)

 REVISION: (12/10/17)

OBSERVATION COMMENTS:
Conducting virtual instruction is a new concept! I think that you did a very good job at your first attempt! There
is no doubt that you put thought and effort into the lesson beforehand so that it would be effective. I have made
some notes to help you improve as you work on your next two lessons. I am sure that you thought of many of
these ideas on your own!

Note: Having Lana in the group made this a more difficult lesson to teach. You did a very good job being patient
with Lana and keeping her included.

▪ Good warm-up activity. This gave you the opportunity to access the younger student’s math ability. However,
the warm up activity took up a lot of valuable class time (25 minutes). In a regular setting you would have been
able to use this purely as a warm up/review (5 minutes) since you would have been familiar with all of the
students.
▪ The problems were prepared and ready to show on the screen for the students to see.
▪ Great idea to have the chart paper ready for you to demonstrate the process. You were definitely prepared to
teach this lesson!
▪ The lesson did not focus on your essential question.
▪ After the review you communicated the purpose to the students; this should have been stated as part of the
introduction to the lesson prior to the review and then restated after the review.
▪ The impolite talking between the siblings should have been stopped as in a regular classroom.
▪ Bringing the decimal down during addition needed a stronger emphasis; perhaps you could have modeled the first
problem without student input so that the focus was on the process rather than on figuring out the addition facts.
Using the “I do one, we do one, and then you do one” model would have been a good teaching strategy.
▪ Because Lana was the only one answering, you could have called each student by name in order to promote
engagement.
▪ Only 2 addition problems were worked on together before moving to subtraction. Then, you went back to just
addition for practice problems. After that you went back to subtraction for practice problems. This was a bit
confusing.
▪ Differentiation was not included in your lesson plan design as needed for item #6.
▪ As the students completed their problems it would have been good to have them hold their sheets to the
computer. Then you could have quickly seen who was correct/incorrect. You did this a bit at the end.
▪ In working problems for Lana, you could have had the other students to verbalize the steps. This would have
engaged them and also allowed you to listen to their process as a method of assessment.
▪ Practice problems: In order to differentiate for Lana you could have had problems that didn’t require regrouping.
“Lana, you will do the top problems. Boys, you will do the bottom problems.” You did give her a different problem
when you reached the multiplication portion.
▪ Whenever you need to address lower-level students, you need to make sure that the other students are still
engaged and that time is maximized for all students.
▪ You moved the boys to the subtraction problems before checking their addition problems. You needed to assess
for understanding at each stage of the lesson.
▪ In actuality, the boys were the focus of you lesson and they were left out as you maintained a lot of your focus on
Lana.
▪ When you moved into each operation, real world applications should have been connected. When would you
need to know how to add/subtract/multiply numbers with decimals? Money was mentioned for Lana’s benefit but
not the way this knowledge would be applied.
▪ The lesson did not focus on your essential question or your teaching points. When planning to use concrete
models for a math lesson, the progression should be to teach the understanding of the process using the model
first and then the reporting of the steps via a written problem.
▪ At time stamp 1:22 Quizizz was used; this was after a very long period of working at the computer so was a
welcomed break. This was a good online assessment tool to use. You could easily look at scores and accuracy. A
suggestion for differentiation would have been to give different students different codes for questions on their
level.
▪ The shopping activity was very age appropriate for them and applied to a real world situation for using decimals
for addition/subtraction with money. Great background work; very prepared! The students enjoyed this and were
engaged.
▪ The lesson needed to end with an effective summary.

_____________________________/______________ Dr. Kaye Hlavaty (electronic signature) ____/__04-02-2020_

Student’ Signature Date Evaluator’s Signature Date