‌
Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌  ‌
P‌re/‌Ob
‌ servation/‌Po‌ st‌‌Cycle‌‌Form‌(‌ POP)‌  ‌
Revised‌‌4.20.17‌  ‌
 ‌
Directions‌‌for‌‌Preparation‌‌for‌‌POP‌‌Cycle‌  ‌
1. New‌‌Teacher‌‌(NT)‌‌and‌‌Mentor‌‌(ME)‌‌identify‌‌date‌‌for‌‌lesson‌‌observation‌‌and‌‌set‌‌dates/times‌‌for‌‌pre-‌‌and‌‌post-observation‌‌conferences.‌  ‌
2. Minimum‌‌three‌‌days‌‌before‌‌lesson‌‌delivery,‌‌NT‌‌prepares‌‌POP‌‌Cycle‌‌Form.‌  ‌
3. NT‌‌completes‌S‌ ection‌‌1:‌‌New‌‌Teacher‌‌Information‌,‌‌lesson‌‌plan,‌‌and‌S‌ ection‌‌2,‌‌Part‌‌A‌‌NT‌‌Reflection‌. ‌ ‌
4. NT‌‌emails‌‌POP‌‌Cycle‌‌Form‌‌and‌‌Lesson‌‌Plan‌‌to‌‌ME.‌  ‌
Directions‌‌for‌‌Pre-Observation‌‌   ‌
5. Minimum‌‌48‌‌hours‌‌before‌‌lesson‌‌delivery,‌‌ME‌‌reviews‌‌Lesson‌‌Plan‌‌and‌‌Section‌‌2,‌‌Part‌‌A:‌‌New‌‌Teacher‌‌Reflection;‌‌completes‌S‌ ection‌‌2,‌‌Part‌‌B:‌‌ME‌‌Feedback‌. ‌
6. ME‌‌shares‌‌feedback‌‌with‌‌NT‌‌during‌‌pre-observation‌‌conference.‌‌Lesson‌‌plan‌‌is‌‌adjusted‌‌as‌‌needed‌‌and‌‌finalized‌‌for‌‌delivery.‌  ‌
Directions‌‌for‌‌Observation‌‌and‌‌Preparation‌‌for‌‌Post-Observation‌‌Conference‌  ‌
7. During‌‌lesson‌‌delivery,‌‌ME‌‌completes‌S‌ ection‌‌3A:‌‌ME‌‌Observation‌‌of‌‌Lesson‌‌Delivery‌,‌‌noting‌‌both‌T‌ eacher‌‌Actions‌‌‌and‌S‌ tudent‌‌Actions‌. ‌  ‌ ‌
8. Prior‌‌to‌‌Post-Observation‌‌Conference,‌‌NT‌‌reflects‌‌on‌‌lesson‌‌outcomes‌‌and‌‌completes‌P ‌ art‌‌3B:‌‌NT‌‌Reflection‌‌on‌‌Lesson‌‌Delivery‌. ‌ ‌
Post‌‌Observation‌‌Conference‌‌Directions‌: ‌  ‌ ‌
9. Within‌‌48‌‌hours,‌‌NT‌‌and‌‌ME‌‌share‌‌notes;‌‌discuss‌‌lesson‌‌observations‌‌and‌‌outcomes;‌‌complete‌‌Section‌‌4.‌‌All‌‌parts‌‌should‌‌be‌‌transcribed‌‌into‌‌one‌‌document‌‌and‌‌submitted‌‌to‌‌course‌‌instructor.‌ I‌nformation‌‌is‌‌used‌‌for‌‌ 
ILP.‌  ‌
Section‌‌1:‌‌New‌‌Teacher‌‌Information‌  ‌
New‌T‌ eacher‌  ‌ Email‌  ‌ Subject‌A
‌ rea‌  ‌ Grade‌L‌ evel‌  ‌
jtan@geffenacademy.ucla.ed‌
Jeremy‌‌Tan‌  ‌ Physical‌‌Education‌  ‌ 8th‌‌Grade‌  ‌
u‌  ‌
Mentor‌  ‌ Email‌  ‌ School/District‌  ‌ Date‌  ‌
Fullerton‌‌Joint‌‌Union‌‌High‌‌ 
Silva‌‌Shamassian‌  ‌ sshamassian@fjuhsd.edu‌  ‌ 10/19/21‌  ‌
School‌‌District‌  ‌
Content‌S‌ tandard‌  ‌ Lesson‌O
‌ bjectives‌  ‌ Unit‌T‌ opic‌  ‌ Lesson‌T‌ itle‌  ‌
1.1‌C
‌ ombine‌‌manipulative,‌‌
 
locomotor,‌‌and‌‌  Hip‌‌Hinge‌‌with‌‌Peer‌‌Assessments‌‌ 
Learn‌‌how‌‌to‌‌hip‌‌hinge.‌  ‌ Fitness‌‌Skills‌  ‌
nonlocomotor‌‌skills‌‌into‌‌  Using‌‌Technology‌  ‌
movement‌‌patterns.‌ 
CSTP‌E‌ lement(s)‌F‌ ocus‌f‌ or‌P
‌ OP‌C
‌ ycle‌ (‌In‌‌semesters‌‌2,‌‌3,‌‌4,‌‌copy‌‌pertinent‌‌elements‌‌from‌‌ILP‌‌for‌‌POP‌‌Cycle‌‌focus.)‌  ‌
1‌‌-‌‌Emerging‌  ‌ 2‌‌-‌‌Exploring‌  ‌ 3‌‌-‌‌Applying‌  ‌ 4‌‌-‌‌Integrating‌  ‌ 5‌‌–‌‌Innovating‌  ‌
NT‌‌pedagogical‌‌skills‌‌are‌‌newly‌‌formed‌‌and‌‌just‌‌  Skills‌‌are‌‌developing‌‌as‌‌NT‌‌investigates‌‌  Skills‌‌are‌‌applied‌‌as‌‌NT‌‌makes‌‌  Skills‌‌are‌‌refined‌‌as‌‌NT‌‌combines‌‌elements‌‌  Skills‌‌are‌‌polished‌‌as‌‌NT‌‌expands‌‌ability‌‌to‌‌ 
coming‌‌into‌‌prominence‌  ‌ and‌‌examines‌‌pedagogical‌‌practices‌‌   ‌ increased‌‌relevant‌‌and‌‌suitable‌‌use‌  into‌‌a‌‌cohesive‌‌and‌‌unified‌‌pedagogical‌‌  add‌‌new‌‌methods‌‌and‌‌strategies‌‌into‌‌ 
of‌‌pedagogical‌‌choices‌  ‌ repertoire‌  ‌ pedagogical‌‌repertoire‌‌  
CSTP‌  ‌ Element‌  ‌ Initial‌R
‌ ating‌  ‌ Rating‌D
‌ escription‌‌‌(Identify‌‌both‌‌teacher‌‌and‌‌student‌‌rating‌‌for‌‌CSTP‌‌1‌‌and‌‌2.)‌  ‌
Makes‌‌ongoing‌‌adjustments‌‌to‌‌instruction‌‌based‌‌on‌‌observation‌‌of‌‌ 
student‌‌engagement‌‌and‌‌regular‌‌checks‌‌for‌‌understanding.‌  ‌
‌ onitoring‌‌student‌‌learning‌‌and‌‌
M    ‌
1.6‌  ‌ 3‌‌-‌‌Applying‌  ‌
adjusting‌‌instruction‌‌while‌‌teaching.‌  ‌ Students‌‌successfully‌‌participate‌‌and‌‌stay‌‌engaged‌‌in‌‌learning‌‌ 
activities.‌  ‌
 ‌
Incorporates‌‌differentiated‌‌instructional‌‌strategies‌‌into‌‌ongoing‌‌ 
Planning‌‌instruction‌‌that‌‌  planning‌‌that‌‌addresses‌‌culturally‌‌responsive‌‌pedagogy,‌‌students’‌‌ 
incorporates‌‌appropriate‌‌strategies‌‌to‌‌  diverse‌‌language,‌‌and‌‌learning‌‌needs‌‌and‌‌styles.‌  ‌
4.4‌  ‌ 3‌‌-‌‌Applying‌  ‌
meet‌‌the‌‌learning‌‌needs‌‌of‌‌all‌‌
    ‌ ‌
students‌  ‌ Uses‌‌assessments‌‌of‌‌students’‌‌learning‌‌and‌‌language‌‌needs‌‌to‌‌ 
inform‌‌planning‌‌differentiated‌‌instruction.‌  ‌
Section‌‌2:‌‌Pre-Observation‌‌Conference‌  ‌
Part‌A‌ :‌N
‌ T‌R
‌ eflection‌‌   ‌ Part‌B
‌ :‌ ‌ME‌F‌ eedback‌  ‌
 ‌
Use‌q
‌ uestions‌t‌ o‌g
‌ uide‌r‌ eflection‌o
‌ n‌t‌ he‌l‌esson‌p
‌ lan.‌  ‌ Provide‌f‌ eedback‌o ‌ n‌l‌esson‌p
‌ lan‌r‌ eflection.‌  ‌
My‌‌inquiry‌‌focus‌‌is‌‌to‌‌see‌‌how‌‌technology‌‌can‌‌ 
be‌‌used‌‌in‌‌helping‌‌students‌‌how‌‌to‌‌move‌‌better.‌  ‌
Providing‌‌a‌‌rubric‌‌is‌‌a‌‌great‌‌tool‌‌for‌‌students‌‌to‌‌ 
 ‌
see‌‌where‌‌their‌‌strengths‌‌lie‌‌and‌‌areas‌‌in‌‌ 
I‌‌will‌‌use‌‌video‌‌assessments‌‌in‌‌conjunction‌‌with‌‌ 
Inquiry‌‌Focus/Special‌‌Emphasis‌‌   which‌‌they‌‌can‌‌improve‌‌if‌‌given‌‌the‌‌ 
● What‌‌is‌‌your‌‌inquiry‌‌focus‌‌and/or‌‌special‌‌emphasis?‌  ‌ peer‌‌assessments‌‌and‌‌a‌‌rubric‌‌to‌‌help‌‌them‌‌ 
● How‌‌will‌‌you‌‌incorporate‌‌the‌‌inquiry‌‌focus‌‌and/or‌‌ 
opportunity.‌‌   ‌
understand.‌  ‌
special‌‌emphasis‌‌into‌‌the‌‌lesson?‌  ‌  ‌
● What‌‌specific‌‌feedback‌‌do‌‌you‌‌want‌‌from‌‌your‌‌ME?‌   ‌
You‌‌make‌‌a‌‌great‌‌point‌‌in‌‌using‌‌this‌‌lesson‌‌to‌‌ 
I‌‌would‌‌like‌‌to‌‌see‌‌if‌‌the‌‌students‌‌actually‌‌are‌‌ 
observe‌‌all‌‌students‌‌and‌‌their‌‌progress‌‌since‌‌ 
focused‌‌and‌‌on‌‌task‌‌and‌‌if‌‌they‌‌really‌‌will‌‌pay‌‌ 
you‌‌can’t‌‌watch‌‌them‌‌all‌‌at‌‌the‌‌same‌‌time.‌‌   ‌
attention,‌‌since‌‌I‌‌won’t‌‌be‌‌able‌‌to‌‌see‌‌everyone‌‌ 
at‌‌the‌‌same‌‌time.‌  ‌
Focus‌‌Student‌‌1:‌‌English‌‌Learner‌  ‌ Focus‌‌Student‌‌2:‌‌Student‌‌w/ILP/504‌  ‌ Focus‌‌Student‌‌3:‌‌Your‌‌Choice‌  ‌

Focus‌‌Students‌  ‌
POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌1‌‌of‌‌6 ‌ ‌
● Summarize‌‌critical‌‌needs‌‌and‌‌how‌‌  I‌‌will‌‌pair‌‌the‌‌English‌‌learner‌‌with‌‌  I‌‌will‌‌pair‌‌the‌‌student‌‌with‌‌  I‌‌will‌‌pair‌‌the‌‌student‌‌with‌‌ 
you‌‌will‌‌address‌‌them‌‌during‌‌this‌‌ 
lesson.‌  ‌ another‌‌student‌‌that‌‌speaks‌‌the‌‌  someone‌‌that‌‌is‌‌not‌‌easily‌‌  someone‌‌that‌‌is‌‌not‌‌easily‌‌ 
same‌‌language,‌‌and‌‌since‌‌we‌‌are‌‌  distracted‌‌and‌‌they‌‌want‌‌to‌‌learn‌‌  distracted‌‌and‌‌they‌‌want‌‌to‌‌learn‌‌ 
using‌‌pictures‌‌and‌‌videos‌‌to‌‌help‌‌  how‌‌to‌‌move‌‌better.‌‌I‌‌can‌‌also‌‌be‌‌  how‌‌to‌‌move‌‌better.‌‌I‌‌can‌‌also‌‌be‌‌ 
with‌‌referencing‌‌the‌‌movements‌‌to‌  sure‌‌to‌‌be‌‌close‌‌by‌‌the‌‌student‌‌or‌‌  sure‌‌to‌‌be‌‌close‌‌by‌‌the‌‌student‌‌or‌‌ 
do,‌‌it‌‌should‌‌be‌‌helpful.‌  ‌ keep‌‌an‌‌eye‌‌on‌‌him‌‌during‌‌class.‌  ‌ keep‌‌an‌‌eye‌‌on‌‌him‌‌during‌‌class.‌  ‌
After‌‌a‌‌certain‌‌activity,‌‌bring‌‌them‌‌in‌‌for‌‌a ‌‌
● What‌‌specific‌‌feedback‌‌regarding‌‌your‌‌focus‌‌students‌‌  What‌‌other‌‌ways‌‌can‌‌I‌‌get‌‌them‌‌to‌‌be‌‌more‌‌ 
do‌‌you‌‌want‌‌from‌‌your‌‌ME?‌  ‌ think/pair/share‌‌discussion‌‌and‌‌ask‌‌the‌‌ 
engaged?‌  ‌
student‌‌what‌‌their‌‌partner‌‌learned/thought.‌  ‌
Specific‌‌Feedback‌  ‌ Have‌‌them‌‌post‌‌their‌‌videos‌‌on‌‌Padlet‌‌on‌‌ 
● What‌‌additional‌‌specific‌‌feedback‌‌do‌‌you‌‌want‌‌from‌‌  How‌‌can‌‌this‌‌lesson‌‌be‌‌improved‌‌upon?‌  Flipgrid‌‌etc.‌‌to‌‌expand‌‌on‌‌another‌‌student’s‌‌ 
your‌‌ME‌‌regarding‌‌lesson‌‌implementation?‌  ‌
video.‌‌   ‌
I‌‌have‌‌an‌‌opening‌‌where‌‌we‌‌perform‌‌physical‌‌ 
activity‌‌and‌‌go‌‌over‌‌our‌‌vocab‌‌words‌‌for‌‌the‌‌ 
week.‌‌For‌‌the‌‌body,‌‌we‌‌will‌‌be‌‌learning‌‌how‌‌to‌‌ 
move‌‌more‌‌effectively‌‌using‌‌other‌‌body‌‌parts‌‌ 
that‌‌can‌‌easily‌‌be‌‌overlooked.‌‌The‌‌closing‌‌will‌‌ 
You‌‌provide‌‌multiple‌‌opportunities‌‌here‌‌to‌‌use‌‌ 
wrap‌‌everything‌‌up.‌  ‌
visuals‌‌and‌‌kinesthetic‌‌strategies‌‌to‌‌appeal‌‌to‌‌ 
Instructional‌‌Planning‌  ‌  ‌
● How‌‌is‌‌the‌‌lesson‌‌structured‌‌(opening,‌‌body,‌‌and‌‌  most‌‌students‌‌and‌‌those‌‌with‌‌a‌‌diverse‌ 
closing)?‌  ‌
I‌‌think‌‌the‌‌pictures,‌‌the‌‌videos,‌‌and‌‌splitting‌‌ 
learning‌‌style.‌‌   ‌
● What‌‌varied‌‌teaching‌‌strategies‌‌and‌‌differentiated‌‌  them‌‌off‌‌into‌‌pairs‌‌while‌‌using‌‌rubrics‌‌will‌‌help‌‌ 
instruction‌‌will‌‌help‌‌students‌‌meet‌‌lesson‌‌goals?‌  ‌  ‌
● What‌‌progress‌‌monitoring‌‌strategies‌‌will‌‌be‌‌used?‌‌How‌‌  them‌‌understand‌‌better‌‌body‌‌mechanics‌‌from‌‌a ‌‌
will‌‌results‌‌inform‌‌instruction?‌  ‌
You‌‌also‌‌provide‌‌reinforcement‌‌and‌‌review‌‌as‌‌ 
different‌‌point‌‌of‌‌view.‌  ‌
they‌‌will‌‌be‌‌exposed‌‌to‌‌other‌‌students’‌‌work‌‌as‌‌ 
 ‌
well.‌‌   ‌
After‌‌the‌‌lesson,‌‌I‌‌will‌‌ask‌‌to‌‌see‌‌if‌‌the‌‌students‌‌ 
learned.‌‌I‌‌can‌‌also‌‌ask‌‌them‌‌to‌‌share‌‌the‌‌videos‌‌ 
with‌‌each‌‌other‌‌so‌‌they‌‌can‌‌check‌‌their‌‌ 
progress.‌‌We‌‌will‌‌also‌‌implement‌‌more‌‌of‌‌the‌‌ 
movement‌‌in‌‌our‌‌daily‌‌movements.‌  ‌
I‌‌have‌‌stressed‌‌throughout‌‌the‌‌year‌‌that‌‌ 
physical‌‌activity‌‌is‌‌movement‌‌for‌‌the‌‌lifespan,‌‌ 
and‌‌the‌‌more‌‌they‌‌are‌‌aware‌‌on‌‌how‌‌to‌‌move,‌‌ 
This‌‌gives‌‌them‌‌the‌‌bigger‌‌picture‌‌and‌‌ 
they‌‌can‌‌be‌‌as‌‌independent‌‌longer‌‌when‌‌they‌‌ 
Student‌‌Engagement/Learning‌‌   ‌ purpose.‌‌especially‌‌since‌‌you‌‌keep‌‌reinforcing‌‌ 
● How‌‌will‌‌you‌‌make‌‌the‌‌lesson‌‌relevant‌‌to‌‌all‌‌the‌‌  get‌‌older.‌‌This‌‌is‌‌relevant‌‌for‌‌them‌‌in‌‌avoiding‌‌or‌‌ 
this‌‌idea.‌‌Even‌‌though‌‌it‌‌is‌‌hard‌‌for‌‌this‌‌age‌‌ 
students?‌  ‌ reducing‌‌knee‌‌and‌‌back‌‌pain‌‌down‌‌the‌‌line.‌  ‌
● How‌‌will‌‌students‌‌show‌‌progress‌‌towards‌‌master‌‌of‌‌  group‌‌to‌‌see‌‌past‌‌lunchtime,‌‌repetition‌‌will‌‌ 
lesson‌‌objectives?‌  ‌  ‌
help‌‌plant‌‌these‌‌seeds‌‌into‌‌their‌‌minds‌‌and‌‌set‌‌ 
We‌‌will‌‌revisit‌‌this‌‌lesson‌‌at‌‌a‌‌future‌‌date‌‌and‌‌ 
a‌‌foundation‌‌they‌‌can‌‌learn‌‌from‌‌in‌‌the‌‌future.‌‌  
we‌‌will‌‌continue‌‌with‌‌incorporating‌‌more‌‌of‌‌the‌‌ 
hip‌‌hinge‌‌as‌‌we‌‌perform‌‌the‌‌daily‌‌squats‌‌and‌‌ 
pushups.‌‌   ‌
I‌‌will‌‌walk‌‌around‌‌throughout‌‌the‌‌time‌‌they‌‌are‌‌  Aside‌‌from‌‌making‌‌sure‌‌they‌‌are‌‌on‌‌task,‌‌I’m‌‌ 
doing‌‌their‌‌assessments‌‌to‌‌help‌‌make‌‌sure‌‌they‌‌  sure‌‌you’re‌‌also‌‌going‌‌to‌‌be‌‌checking‌‌form‌‌and‌‌ 
Classroom‌‌Management‌  ‌ are‌‌on‌‌task.‌‌   ‌ such‌‌because‌‌you‌‌always‌‌do.‌‌I‌‌like‌‌your‌‌ 
● How‌‌will‌‌you‌‌maintain‌‌a‌‌positive‌‌learning‌‌environment‌‌ 
with‌‌a‌‌welcoming‌‌climate‌‌of‌‌caring,‌‌respect,‌‌and‌‌   ‌ purposeful‌‌pairing‌‌taking‌‌into‌‌consideration‌‌ 
fairness?‌  ‌
● Identify‌‌specific‌‌classroom‌‌procedures‌‌and‌‌strategies‌‌ 
I‌‌will‌‌pair‌‌up‌‌students‌‌whom‌‌I‌‌know‌‌shouldn’t‌‌be‌‌  the‌‌student’s‌‌personality,‌‌learning‌‌style,‌‌ 
for‌‌preventing/redirecting‌‌challenging‌‌behaviors.‌  ‌  ‌ paired‌‌up‌‌with‌‌other‌‌people.‌‌They‌‌can‌‌be‌‌paired‌‌  maturity,‌‌and‌‌the‌‌activity‌‌at‌‌hand.‌‌That‌‌takes‌‌a ‌‌
with‌‌individuals‌‌that‌‌are‌‌more‌‌motivated‌‌to‌‌  lot‌‌of‌‌time‌‌and‌‌thought‌‌but‌‌worth‌‌it‌‌as‌‌it‌‌ 
exercise‌‌or‌‌stay‌‌on‌‌task.‌‌   ‌ benefits‌‌the‌‌students.‌‌   ‌
I‌‌will‌‌close‌‌my‌‌lesson‌‌by‌‌tying‌‌it‌‌all‌‌together‌‌as‌‌ 
part‌‌of‌‌the‌‌larger‌‌lesson,‌‌which‌‌is‌‌to‌‌be‌‌aware‌‌of‌‌ 
Referring‌‌back‌‌to‌‌the‌‌rubrics‌‌and‌‌tying‌‌the‌‌ 
Closure‌  ‌ their‌‌own‌‌movements‌‌and‌‌posture.‌  ‌
● How‌‌will‌‌you‌‌close‌‌your‌‌lesson?‌   ‌ lesson‌‌to‌‌the‌‌big‌‌picture‌‌will‌‌solidify‌‌this‌‌ 
● How‌‌will‌‌you‌‌assess‌‌student‌‌learning‌‌and‌‌prepare‌‌them‌‌   ‌
knowledge‌‌in‌‌their‌‌memories‌‌and‌‌make‌‌some‌‌ 
for‌‌the‌‌next‌‌lesson?‌  ‌ The‌‌assessment‌‌will‌‌come‌‌from‌‌the‌‌rubrics,‌‌so‌‌ 
impact‌‌on‌‌them‌‌too.‌   ‌ ‌
that‌‌will‌‌also‌‌help‌‌me‌‌to‌‌see‌‌how‌‌far‌‌along‌‌they‌‌ 
are‌‌in‌‌learning‌‌the‌‌movements.‌  ‌
Section‌‌3:‌‌Observation‌‌of‌‌Lesson‌‌Delivery‌  ‌
 ‌ Part‌3
‌ A:‌M
‌ E‌O
‌ bservation‌o
‌ f‌L‌ esson‌D
‌ elivery‌  ‌ Part‌3
‌ B:‌N
‌ T‌R
‌ eflection‌o ‌ n‌‌   ‌
Teacher‌‌Actions‌  ‌ Student‌‌Actions‌  ‌ Lesson‌D ‌ elivery‌  ‌

POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌2‌‌of‌‌6 ‌ ‌
 Student‌‌groups‌‌answered‌‌worksheet‌‌questions‌‌that‌‌included‌‌all‌‌ 
EXAMPLE‌  ‌ When‌‌teacher‌‌reviewed‌‌worksheet,‌‌she‌‌asked‌‌additional‌‌questions‌‌of‌‌  Students‌‌completed‌‌the‌‌worksheets‌‌and‌‌were‌‌able‌‌to‌‌ask‌‌questions.‌‌ 
levels‌‌of‌‌Bloom’s‌‌(“Identify‌‌6‌‌problem-solving‌‌strategies;‌‌pick‌‌two‌‌ 
CSTP‌‌1:‌‌Engaging‌‌All‌‌Students‌‌   ‌ analysis‌‌and‌‌evaluation‌‌(“which‌‌problem-solving‌‌strategy‌‌do‌‌you‌‌  Most‌‌groups‌‌needed‌‌revisions‌‌for‌‌their‌‌questions;‌‌ 
strategies‌‌and‌‌identify‌‌at‌‌least‌‌one‌‌similarity‌‌and‌‌one‌‌difference‌‌ 
● In‌‌what‌‌ways‌‌were‌‌students‌‌  prefer?‌‌How‌‌could‌‌you‌‌create‌‌a‌‌math‌‌problem‌‌that‌‌could‌‌be‌‌solved‌‌  comparison/contrast‌‌was‌‌the‌‌most‌‌common‌‌analysis‌‌question.‌ ‌I ‌‌
between‌‌them”).‌ ‌Groups‌‌then‌‌selected‌‌a‌‌strategy‌‌and‌‌created‌‌ 
engaged?‌   ‌ ‌ with‌‌this‌‌strategy?”)‌‌   ‌ need‌‌to‌‌give‌‌them‌‌a‌‌Bloom’s‌‌question‌‌stems‌‌handout‌‌next‌‌time.‌  ‌
two‌‌math‌‌problems‌‌to‌‌exchange‌‌tomorrow.‌‌   ‌

Specific‌‌Feedback‌  ‌
● What‌‌information‌‌can‌‌you‌‌ 
provide‌‌the‌‌NT‌‌regarding‌‌   ‌  ‌  ‌
requested‌‌special‌‌ 
feedback?‌  ‌

Students‌‌assumed‌‌their‌‌positions‌‌ 
for‌‌roll‌  ‌
Called‌‌on‌‌volunteers‌‌to‌‌answer‌‌ 
 ‌
questions‌‌at‌‌the‌‌start‌‌of‌‌class‌  ‌
St‌‌raised‌‌their‌‌hands‌‌to‌‌ask‌‌ 
 ‌
questions‌‌or‌‌volunteer‌‌answers‌  ‌
Called‌‌on‌‌student‌‌volunteer‌‌to‌‌read‌‌ 
 ‌
aloud‌  ‌
St‌‌volunteered‌‌to‌‌read‌‌aloud‌‌(and‌ 
 ‌
did)‌‌-‌‌Other‌‌students‌‌listened‌‌  For‌‌more‌‌order‌‌in‌‌the‌‌activity,‌‌I‌‌can‌‌ 
Teacher‌‌made‌‌sure‌‌each‌‌student‌‌had‌‌ 
respectfully‌  ‌ put‌‌them‌‌in‌‌rows‌‌to‌‌keep‌‌them‌‌ 
a‌‌partner,‌‌a‌‌phone,‌‌and‌‌something‌‌to‌‌ 
 ‌ organized‌‌or‌‌use‌‌poly‌‌spots.‌‌Some‌‌ 
write‌‌with‌‌-‌‌Passed‌‌out‌‌pencils‌‌and‌‌ 
Students‌‌approached‌‌T‌‌and‌‌asked‌‌  students‌‌were‌‌engaged,‌‌but‌‌not‌‌ 
asked‌‌students‌‌to‌‌write‌‌their‌‌names‌‌ 
questions.‌  ‌ everyone‌‌was.‌‌Having‌‌a‌‌designated‌‌ 
on‌‌the‌‌paper.‌‌   ‌
 ‌ area‌‌could‌‌have‌‌been‌‌useful.‌  ‌
 ‌
CSTP‌‌1:‌‌Engaging‌‌All‌‌  Students‌‌sat‌‌with‌‌their‌‌partners‌‌   ‌
Students‌‌   ‌ Teacher‌‌answered‌‌individual‌‌ 
● In‌‌what‌‌ways‌‌were‌‌ 
when‌‌asked‌‌to‌‌team‌‌up‌  ‌ I‌‌was‌‌able‌‌to‌‌walk‌‌around‌‌and‌‌spend‌‌ 
questions‌‌while‌‌waiting‌‌for‌‌students‌‌ 
students‌‌engaged?‌ H ‌ ow‌‌   ‌ time‌‌with‌‌each‌‌group‌‌to‌‌make‌‌sure‌‌ 
were‌‌students‌‌not‌‌  to‌‌partner‌‌up.‌‌   ‌
engaged?‌  ‌ All‌‌students‌‌were‌‌on‌‌their‌‌feet‌‌and‌‌  they‌‌were‌‌on‌‌task,‌‌it‌‌was‌‌also‌‌a‌‌way‌‌ 
● How‌‌did‌‌students‌‌   ‌
practicing‌‌the‌‌movement‌‌  for‌‌me‌‌to‌‌check‌‌in‌‌with‌‌them‌‌to‌‌make‌‌ 
contribute‌‌to‌‌their‌‌  Passed‌‌out‌‌a‌‌handout‌‌with‌‌pictures‌‌ 
learning?‌   ‌ ‌ demonstrated.‌‌   ‌ sure‌‌they‌‌knew‌‌what‌‌they‌‌were‌‌ 
● How‌‌did‌‌teacher‌‌and/or‌‌  on‌‌them.‌‌   ‌
students‌‌monitor‌‌learning?‌  ‌
 ‌ doing.‌  ‌
 ‌
● How‌‌were‌‌the‌‌focus‌‌  All‌‌students‌‌were‌‌engaged‌‌with‌‌   ‌
students‌‌engaged‌‌and‌‌  Partnered‌‌students‌‌who‌‌did‌‌not‌‌have‌‌ 
supported‌‌throughout‌‌the‌‌  each‌‌other‌‌managing‌‌the‌‌dowel‌‌  The‌‌English‌‌learner‌‌and‌‌one‌‌of‌‌the‌‌ 
a‌‌partner‌‌yet.‌‌   ‌
lesson?‌  ‌ and‌‌getting‌‌into‌‌their‌‌correct‌‌  students‌‌with‌‌the‌‌ILP‌‌were‌‌fine,‌‌but‌‌ 
 ‌
positions.‌‌They‌‌were‌‌helping‌‌each‌‌  the‌‌other‌‌student‌‌was‌‌a‌‌handful.‌‌He‌‌ 
Teacher‌‌corrected‌‌student‌w ‌ ho‌‌was‌‌ 
other,‌‌talking,‌‌and‌‌interacting‌‌the‌‌  kept‌‌trying‌‌to‌‌hit‌‌people‌‌with‌‌the‌‌ 
distracting‌‌others‌ ‌and‌‌redirected‌‌his‌‌ 
whole‌‌time.‌‌   ‌ PVC‌‌pipe.‌  ‌
attention‌‌to‌‌the‌‌task‌‌at‌‌hand‌  ‌
 ‌  ‌
 ‌
Students‌‌recorded‌‌themselves,‌‌   ‌
Teacher‌‌walked‌‌from‌‌one‌‌pair‌‌ot‌‌ 
then‌‌watched‌‌their‌‌recordings,‌‌then‌‌   ‌
another‌‌to‌‌check‌‌on‌‌them‌‌and‌‌give‌‌ 
either‌‌re-recorded‌‌or‌‌moved‌‌on‌‌to‌‌ 
them‌‌individual‌‌attention‌  ‌
the‌‌next‌‌step.‌‌   ‌
 ‌
 ‌
Teacher‌‌spent‌‌more‌‌time‌‌with‌‌some‌‌ 
‌One‌‌student‌‌was‌‌not‌‌focused‌‌and‌‌ 
pairs‌‌than‌‌others,‌‌depending‌‌on‌‌what‌‌ 
interrupted‌‌other‌‌teams.‌‌He‌‌did‌‌not‌‌ 
each‌‌pair‌‌needed‌‌from‌‌him‌  ‌
seem‌‌typical.‌‌He‌‌might‌‌have‌‌special‌‌ 
needs.‌‌   ‌

Students‌‌partnered‌‌up‌‌quickly‌‌with‌‌ 
CSTP‌‌2:‌‌Effective‌‌Learning‌‌  Expectations‌‌and‌‌instructions‌‌were‌‌  each‌‌other‌  ‌
Environment‌  ‌ I‌‌made‌‌sure‌‌to‌‌set‌‌the‌‌expectations‌‌ 
● How‌‌did‌‌students‌‌and‌‌  very‌‌clear.‌‌For‌‌example,‌‌there‌‌weren’t‌‌   ‌
teacher‌‌contribute‌‌to‌‌an‌‌  right‌‌away‌‌and‌‌gave‌‌them‌‌rules‌‌to‌‌ 
too‌‌many‌‌prompts‌‌which‌‌kept‌‌things‌‌  Students‌‌seemed‌‌familiar‌‌with‌‌the‌‌ 
effective‌‌learning‌‌  follow.‌  ‌
environment?‌  ‌ simple‌‌and‌‌easy‌‌to‌‌remember.‌‌   ‌ process‌‌and‌‌procedures,‌‌as‌‌if‌‌they‌‌ 
have‌‌done‌‌this‌‌before.‌  ‌

POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌3‌‌of‌‌6 ‌ ‌
 Teacher‌‌reviewed‌‌terms‌‌before‌‌ 
students‌‌partnered‌‌up‌  ‌
 ‌
Teacher‌‌explained‌‌the‌‌day’s‌‌activity,‌‌ 
then‌‌reviewed‌‌the‌‌instructions.‌   ‌
 ‌
Teacher‌‌asked‌‌students‌‌to‌‌do‌‌their‌‌ 
warm-ups‌‌-‌‌This‌‌consisted‌‌of‌‌ 
approximately‌‌six‌‌to‌‌eight‌‌minutes‌‌of‌‌  The‌‌students‌‌have‌‌been‌‌working‌‌with‌‌ 
low‌‌impact‌‌exercises‌  ‌ the‌‌warm-up‌‌all‌‌year,‌‌so‌‌they‌‌are‌‌all‌‌ 
Students‌‌raised‌‌their‌‌hands‌‌when‌‌ 
 ‌ quite‌‌familiar‌‌with‌‌it.‌‌I‌‌even‌‌have‌‌ 
Teacher‌‌asked‌‌if‌‌they‌‌know‌‌anyone‌‌ 
After‌‌passing‌‌out‌‌paper‌‌and‌‌pen,‌‌  some‌‌of‌‌the‌‌students‌‌lead‌‌the‌‌ 
who‌‌has‌‌back‌‌aches‌‌and‌‌other‌‌ 
CSTP‌‌3:‌‌Organizing‌‌Subject‌‌  teacher‌‌instructed‌‌students‌‌to‌‌turn‌‌to‌‌  exercises.‌  ‌
Matter‌  ‌ aches‌‌and‌‌pains.‌‌   ‌
the‌‌back‌‌of‌‌the‌‌page‌‌and‌‌gave‌‌   ‌
● What‌‌actions‌‌of‌‌the‌‌NT‌‌   ‌
contributed‌‌to‌‌student‌‌  instructions‌‌to‌‌record‌‌each‌‌other‌‌  The‌‌students‌‌had‌‌to‌‌demonstrate‌‌the‌‌ 
assimilation‌‌of‌‌subject‌‌  Students‌‌followed‌‌along‌‌with‌‌ 
matter?‌  ‌ demonstrating‌‌the‌‌exercise‌‌on‌‌the‌‌  hip‌‌hinge‌‌movement‌‌on‌‌video,‌‌and‌‌I ‌‌
teacher‌‌as‌‌he‌‌explained‌‌what‌‌was‌‌ 
● How‌‌did‌‌students‌‌  paper.‌‌   ‌ needed‌‌to‌‌see‌‌the‌‌video‌‌in‌‌order‌‌for‌ 
construct‌‌knowledge‌‌of‌‌  on‌‌the‌‌paper‌‌he‌‌gave‌‌them.‌‌   ‌
subject‌‌matter?‌  ‌  ‌ them‌‌to‌‌be‌‌cleared‌‌to‌‌go.‌‌They‌‌were‌‌ 
● What‌‌misconceptions‌‌did‌‌ 
 ‌
Explained‌‌why‌‌this‌‌movement‌‌is‌‌  also‌‌performing‌‌peer‌‌assessments‌‌so‌‌ 
students‌‌have‌‌and‌‌how‌‌  Students‌‌knew‌‌where‌‌to‌‌go‌‌to‌‌get‌‌ 
were‌‌they‌‌addressed‌‌by‌‌  important‌‌and‌‌demonstrated‌‌the‌‌  that‌‌helped‌‌in‌‌their‌‌understanding.‌  ‌
the‌‌teacher?‌  ‌ all‌‌the‌‌necessary‌‌materials‌‌for‌‌this‌‌ 
movement‌‌in‌‌front‌‌of‌‌class‌‌using‌‌a ‌‌  ‌
activity.‌‌   ‌
dowel‌‌to‌‌show‌‌a‌‌straight‌‌back.‌  ‌ There‌‌were‌‌no‌‌misconceptions‌‌ 
 ‌
 ‌ people‌‌had,‌‌it’s‌‌really‌‌an‌‌unfamiliar‌‌ 
 ‌
Directed‌‌their‌‌attention‌‌to‌‌the‌‌rubric‌‌  movement‌‌that‌‌helps‌‌in‌‌their‌‌overall‌‌ 
on‌‌the‌‌page.‌‌   ‌ functionality.‌  ‌
 ‌
Refocused‌‌a‌‌student‌‌who‌‌interrupted‌‌ 
him‌‌in‌‌the‌‌middle‌‌of‌‌his‌‌ 
demonstration.‌‌   ‌
 ‌
Reinforced‌‌that‌‌this‌‌learning‌‌is‌‌for‌‌life‌‌ 
and‌‌their‌‌future.‌‌A‌‌way‌‌to‌‌prevent‌‌ 
future‌‌aches‌‌and‌‌pains.‌‌   ‌
Provided‌‌pictures‌‌with‌‌term‌‌review.‌  ‌
Students‌‌did‌‌warm-ups:‌‌pushups,‌‌ 
 ‌
squats,‌‌sprints,‌‌side‌‌by‌‌sides,‌‌ 
Reminded‌‌students‌‌we‌‌are‌‌all‌‌ 
crossovers,‌‌jumping‌‌jacks‌  ‌
different‌‌and‌‌that‌‌is‌‌okay.‌  ‌ I‌‌was‌‌able‌‌to‌‌give‌‌the‌‌students‌‌their‌‌ 
 ‌
 ‌ own‌‌rubric‌‌and‌‌picture‌‌guide‌‌to‌‌help‌‌ 
Students‌‌went‌‌to‌‌get‌‌their‌‌phones‌‌ 
Organized‌‌them‌‌to‌‌one‌‌side‌‌of‌‌the‌‌  show‌‌different‌‌angles‌‌of‌‌the‌‌ 
and‌‌partnered‌‌up.‌  ‌
room‌‌to‌‌continue‌‌the‌‌warm‌‌up‌‌and‌‌  movement.‌‌The‌‌video‌‌of‌‌themselves‌‌ 
 ‌
played‌‌music‌‌while‌‌students‌‌warmed‌‌  is‌‌helpful‌‌in‌‌having‌‌them‌‌see‌‌a ‌‌
They‌‌sat‌‌with‌‌their‌‌partners‌‌and‌‌ 
up.‌‌   ‌ different‌‌perspective.‌  ‌
listened‌‌to‌‌the‌‌teacher’s‌  ‌
CSTP‌‌4:‌‌Learning‌‌ 
 ‌  ‌
instructions.‌‌   ‌
Experiences‌  ‌ Next,‌‌had‌‌them‌‌stretch‌  ‌ Students‌‌participated‌‌by‌‌using‌‌their‌‌ 
● How‌‌were‌‌students‌‌   ‌
supported‌‌through‌‌   ‌ bodies‌‌and‌‌moving‌‌around.‌‌They‌‌ 
Student‌‌asked‌‌a‌‌question‌‌after‌‌the‌‌ 
differentiated‌‌instruction?‌  ‌ Demonstrated‌‌“hinge”‌‌again‌‌and‌‌told‌‌  weren’t‌‌confined‌‌to‌‌a‌‌space.‌‌Some‌‌ 
● How‌‌did‌‌students‌‌  teacher‌‌asked‌‌if‌‌there‌‌were‌‌any‌‌and‌‌ 
participate?‌  ‌ students‌‌to‌‌use‌‌the‌‌phone‌‌to‌‌record‌‌  student‌‌were‌‌off‌‌task,‌‌but‌‌it‌‌seemed‌‌ 
● How‌‌did‌‌the‌‌NT‌‌contribute‌‌ 
students‌‌listened‌‌to‌‌the‌‌teacher’s‌‌ 
each‌‌other‌‌performing‌‌the‌‌hinge‌‌  like‌‌I‌‌could‌‌easily‌‌redirect‌‌their‌ 
to‌‌student‌‌learning?‌  ‌ answer.‌  ‌
movement.‌‌The‌‌partner‌‌will‌‌help‌‌  attention.‌  ‌
 ‌
assess‌‌and‌‌correct‌‌and‌‌record‌‌again.‌‌   ‌
Students‌‌broke‌‌off‌‌and‌‌went‌‌to‌‌ 
One‌‌pre‌‌and‌‌one‌‌post.‌‌   ‌ I‌‌feel‌‌like‌‌the‌‌example‌‌I‌‌showed‌‌and‌‌ 
different‌‌areas‌‌of‌‌the‌‌gym‌‌to‌‌begin‌‌ 
 ‌ the‌‌time‌‌I‌‌spent‌‌going‌‌to‌‌each‌‌group‌‌ 
their‌‌recordings.‌‌   ‌
Dismissed‌‌pairs‌‌to‌‌go‌‌record‌‌their‌‌  was‌‌helpful.‌  ‌
 ‌
videos.‌‌   ‌  ‌
Two‌‌students‌‌were‌‌using‌‌the‌‌dowel‌‌ 
 ‌  ‌
as‌‌a‌‌sword‌‌but‌‌stopped‌‌when‌‌the‌‌ 
Asked‌‌students‌‌to‌‌stop‌‌using‌‌the‌‌ 
teacher‌‌asked‌‌them‌‌to.‌‌   ‌
dowel‌‌as‌‌a‌‌sword.‌‌   ‌
 ‌
 ‌

POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌4‌‌of‌‌6 ‌ ‌
 Spent‌‌time‌‌with‌‌a‌‌special‌‌needs‌‌  After‌‌a‌‌while,‌‌students‌‌started‌‌ 
student‌‌demonstrating‌‌movement‌‌  practicing‌‌the‌‌movement‌‌and‌‌ 
using‌‌the‌‌dowel‌‌properly.‌‌   ‌ recording‌‌it.‌  ‌
 ‌  ‌
Called‌‌for‌‌students‌‌to‌‌put‌‌their‌‌  Students‌‌put‌‌away‌‌the‌‌dowels‌‌and‌‌ 
equipment‌‌away‌‌and‌‌get‌‌back‌‌to‌‌class‌‌  returned‌‌their‌‌sheets‌‌and‌‌pencils.‌‌   ‌
formation.‌‌   ‌  ‌
 ‌ Students‌‌sat‌‌back‌‌down‌‌in‌‌their‌‌ 
After‌‌students‌‌congregated‌‌back‌‌to‌‌  spots‌‌as‌‌everything‌‌was‌‌put‌‌away‌‌ 
the‌‌gym‌‌floor,‌‌teacher‌‌lead‌‌a‌‌brief‌‌  to‌‌end‌‌class‌  ‌
discussion‌‌about‌‌their‌‌experience.‌   ‌  ‌
 ‌ Students‌‌started‌‌to‌‌do‌‌their‌‌ 
Teacher‌‌asked‌‌students‌‌to‌‌stretch,‌‌  stretches‌‌which‌‌they‌‌seem‌‌very‌‌ 
hamstrings,‌‌calves,‌‌et.‌‌al.‌‌During‌‌  familiar‌‌with.‌‌They‌‌knew‌‌what‌‌to‌‌do‌‌ 
stretching‌‌time,‌‌teacher‌‌asked‌‌  as‌‌they‌‌probably‌‌are‌‌used‌‌to‌‌this‌‌ 
students‌‌how‌‌to‌‌stretch‌‌properly‌‌and‌‌  part‌‌of‌‌class‌‌time.‌  ‌
waited‌‌for‌‌student‌‌replies.‌‌   ‌  ‌
 ‌ Students‌‌watched‌‌teacher‌‌ 
Demonstrated‌‌a‌‌couple‌‌of‌‌stretches‌‌  demonstrate‌‌and‌‌then‌‌they‌‌copied‌‌ 
and‌‌asked‌‌students‌‌to‌‌follow‌‌his‌‌lead.‌‌   his‌‌movements.‌‌   ‌
While‌‌students‌‌were‌‌working‌‌on‌‌this‌‌ 
task,‌‌the‌‌teacher‌‌was‌‌circulating‌‌and‌ 
helping‌‌individual‌‌student‌‌pairs.‌  ‌
 ‌
Students‌‌created‌‌their‌‌recordings.‌‌   ‌
Announced‌‌he‌‌still‌‌needed‌‌to‌‌see‌‌ 
 ‌
videos‌‌for‌‌two‌‌specific‌‌students.‌‌   ‌ Students‌‌had‌‌a‌‌rubric‌‌and‌‌were‌‌ 
CSTP‌‌5:‌‌Assessing‌‌Student‌‌  Students‌‌showed‌‌the‌‌teacher‌‌their‌‌ 
 ‌ assessed‌‌by‌‌their‌‌peers.‌  ‌
Learning‌  ‌ videos‌‌one‌‌by‌‌one.‌‌   ‌
● How‌‌did‌‌students‌‌  Teacher‌‌asked,‌‌“How‌‌did‌‌it‌‌go‌‌with‌‌   ‌
demonstrate‌‌achievement‌‌   ‌
of‌‌lesson‌‌objectives?‌  ‌ your‌‌partner?‌‌Did‌‌it‌‌help‌‌seeing‌‌  Students‌‌had‌‌a‌‌recording‌‌of‌‌ 
Student‌‌commented‌‌on‌‌seeing‌‌self‌‌ 
● In‌‌what‌‌ways‌‌did‌‌students‌‌  yourself‌‌in‌‌the‌‌video?”‌‌Listened‌‌to‌‌  themselves‌‌to‌‌watch,‌‌and‌‌then‌‌ 
struggle‌‌or‌‌demonstrate‌‌  on‌‌video,‌‌and‌‌noticed‌‌a‌‌different‌‌ 
limited‌‌understanding?‌  ‌ their‌‌responses‌  ‌ correct‌‌their‌‌movement‌‌pattern.‌  ‌
● What‌‌teacher‌‌actions‌‌ 
perspective‌  ‌
 ‌  ‌
contributed‌‌to‌‌student‌‌   ‌
achievement?‌  ‌ Teacher‌‌gave‌‌most‌‌students‌‌  Students‌‌had‌‌to‌‌be‌‌checked‌‌off‌‌by‌‌ 
Students‌‌watched‌‌teacher’s‌‌ 
individual‌‌attention‌‌at‌‌some‌‌point.‌‌  me‌‌on‌‌their‌‌videos.‌  ‌
personal‌‌demonstration,then‌‌ 
SOme‌‌students‌‌required‌‌more‌‌time‌‌ 
copied‌‌him.‌  ‌
than‌‌others‌‌but‌‌it‌‌seems‌‌almost‌‌ 
everyone‌‌had‌‌some‌‌one-on-one‌‌time‌‌ 
with‌‌the‌‌teacher‌‌guiding‌‌them‌‌and‌‌ 
checking‌‌in‌‌on‌‌them.‌  ‌
Section‌‌4:‌‌Post‌‌Observation‌‌Conference‌  ‌
To‌‌what‌‌degree‌‌did‌‌students‌‌  They‌‌physically‌‌performed‌‌the‌‌movements‌‌and‌‌were‌‌able‌‌to‌‌write‌‌down‌‌the‌‌scores‌‌for‌‌their‌‌partners‌‌on‌‌the‌‌ 
achieve‌‌lesson‌‌objectives?‌  ‌ rubrics.‌  ‌
Focus‌‌Student‌‌1:‌‌English‌‌Learner‌  ‌ Focus‌‌Student‌‌2:‌‌Student‌‌w/ILP/504‌  ‌ Focus‌‌Student‌‌3:‌‌Your‌‌Choice‌  ‌
To‌‌what‌‌degree‌‌did‌‌focus‌‌ 
students‌‌achieve‌‌lesson‌‌  The‌‌student‌‌performed‌‌the‌‌hinge‌‌  The‌‌student‌‌performed‌‌the‌‌hinge‌‌  The‌‌student‌‌performed‌‌the‌‌hinge‌‌ 
objectives?‌  ‌
correctly.‌  ‌ correctly.‌  ‌ correctly.‌  ‌
What‌‌would‌‌you‌‌do‌‌differently‌‌ 
next‌‌time?‌  ‌ Give‌‌them‌‌less‌‌time‌‌to‌‌perform‌‌the‌‌main‌‌activity‌‌or‌‌give‌‌an‌‌extension‌‌activity‌‌instead.‌  ‌

What‌‌were‌‌three‌‌top‌‌Lesson‌‌  The‌‌way‌‌I‌‌gave‌‌instructions‌‌were‌‌clear‌‌and‌‌simple.‌‌Students‌‌understood‌‌what‌‌the‌‌task‌‌was.‌‌It‌‌was‌‌kinesthetic‌‌ 
Strengths?‌  ‌ and‌‌they‌‌used‌ ‌their‌‌bodies‌‌to‌‌perform‌‌the‌‌work.‌  ‌
What‌‌were‌‌three‌‌top‌‌areas‌‌for‌‌  More‌‌organized‌‌to‌‌have‌‌them‌‌sit‌‌in‌‌a‌‌certain‌‌spot‌‌so‌‌they‌‌don’t‌‌roam,‌‌make‌‌sure‌‌the‌‌focus‌‌student‌‌goes‌‌with‌‌an‌‌ 
improvement?‌  ‌ assigned‌‌partner,‌‌give‌‌them‌‌a‌‌reminder‌‌about‌‌practical‌‌applications‌‌of‌‌the‌‌movement.‌  ‌

What‌‌are‌‌next‌‌steps?‌  ‌ Next‌‌steps‌‌would‌‌be‌‌to‌‌include‌‌the‌‌hip‌‌hinges‌‌in‌‌a‌‌different‌‌lesson‌‌and‌‌to‌‌continue‌‌to‌‌practice‌‌the‌‌movement.‌‌   ‌

Other‌C
‌ omments/Notes‌  ‌

POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌5‌‌of‌‌6 ‌ ‌
Good‌‌use‌‌of‌‌personal‌‌technology‌‌-‌‌a‌‌productive‌‌way‌‌of‌‌using‌‌technology‌‌in‌‌school.‌‌The‌‌Yondrs‌‌were‌‌helpful‌‌in‌‌limiting‌‌the‌‌usage‌‌of‌‌their‌‌ 
phones‌‌and‌‌therefore‌‌the‌‌students‌‌had‌‌to‌‌be‌‌focused‌‌on‌‌the‌‌task‌‌at‌‌hand‌‌since‌‌they‌‌didn’t‌‌have‌‌direct‌‌access‌‌to‌‌their‌‌phones‌‌right‌‌away.‌‌ 
Being‌‌prepared‌‌with‌‌supplies‌‌is‌‌helpful‌‌because‌‌it‌‌saves‌‌time.‌  ‌

All‌‌parts‌‌of‌‌this‌‌form‌‌should‌‌be‌‌transcribed‌‌(typed;‌‌not‌‌hand-written)‌‌into‌‌a‌‌single‌‌document‌‌and‌‌submitted‌‌to‌‌course‌‌instructor.‌   ‌ ‌
Information‌‌from‌‌this‌‌POP‌‌Cycle‌‌should‌‌be‌‌summarized‌‌on‌‌the‌‌NT‌‌ILP‌‌as‌‌appropriate.‌  ‌
 ‌

POP‌‌Cycle,‌‌Fullerton‌‌Online‌‌Teacher‌‌Induction‌‌Program‌‌(FOTIP),‌‌2017‌.‌ A
‌ dapted‌‌from‌‌CSU‌‌Fullerton‌‌Titan‌‌EDUCATOR‌‌Project,‌‌2017.‌ Page‌‌6‌‌of‌‌6 ‌ ‌