Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Steven Knepper sknepper@csu.fullerton.edu Single Subject 6-12
Mentor Email School/District Date
hlong@charterschool- The Charter School of San
Heather Long 10/25/2022
sandiego.net Diego / San Diego Unified
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS 8.EE.1

Students will be able to apply

Know and apply the
integer exponents concepts as
properties of integer
measured by completing the
exponents to generate
Illuminate quiz with 80%
equivalent numerical
accuracy.
expressions.

Students will be able to apply

ELD.PI.8.1.Br
1. Exchanging
information/ideas: Contribute
to class, group, and partner
discussions by following turn-
taking rules, asking relevant
questions, affirming others,
adding relevant information
and evidence, paraphrasing
key ideas, building on
responses, and providing
useful feedback.
1 - Emerging
NT pedagogical skills are newly formed and
just coming into prominence
CSTP
1 1.3
1 1.4
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
scientific notation to real-
world concepts as measured
by formulating numerical
expressions with 80%
accuracy.
Students will be able to
evaluate their peers’
responses to the practice
problems as measured by
contributing to the group
discussions at least 80% of the
time.
CSTP Element(s) Focus for POP Cycle
2 - Exploring
Skills are developing as NT
investigates and examines
pedagogical practices
Element Initial Rating
2-Exploring
2-Exploring
Exponent Rules and Scientific
Integer Exponents
Notation
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes increased Skills are refined as NT combines elements Skills are polished as NT expands ability to
relevant and suitable use of pedagogical into a cohesive and unified pedagogical add new methods and strategies into
choices repertoire pedagogical repertoire
Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Explore using additional real-life connections to subject matter in single
lessons or sequence of lessons to support understanding.
Students make use of real-life connections provided in single lessons
or sequence of lessons to support understanding of subject matter.
Explores additional instructional strategies, resources, and technologies
in single lessons or sequence of lessons to meet students’ diverse
learning needs.
Students participate in single lessons or sequence of lessons related to
their interests and experiences.
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Focus Students
 Summarize critical needs and
how you will address them during
this lesson.
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
 What specific feedback do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student’s identified learning
This student’s ELPAC score is level challenge is Specific Learning
3. This student needs support in Disability and their IEP goals in math This student has been identified
developing academic language in focus on computation, as gifted or GATE. This student
the content area. This student interpretation, and scoring proficient needs support in understanding
struggles with understanding on assessments. This student needs practical applications, extending
complex terminology, forming support in understanding complex learning, and being motivated
sentences with supports, and mathematical concepts and through challenging content. In
reflecting on what was learned. processes. This student struggles addition, this student could use
with computation, fluency, word assistance in alternative pacing
problems, procedural knowledge, to keep them on task.
This student’s needs will be
addressed through a variety of and conceptual knowledge.
supports and scaffolds, such as This student’s needs will be
sentence stems, modeling, explicit addressed by alternative pacing,
vocabulary instruction, guided This student’s needs will be intentional use of real-world
discussions, reflection addressed through supports, such as applications, opportunities to
opportunities, and extensive calculation devices, alternative take alternative assessments,
practice using the developing problems and assessments, sentence and by specific adjustments to
language. stems, modeling, adjusted pacing, the reflection questions and the
and visual supports. exit tickets.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
For the inquiry focus, I will focus on CSTP element Your inquiry focus is great, however, be
1.3. Specifically, I want to focus on making mindful of the time to complete your lesson.
connections between the lesson concepts and You can possibly save the scientific notation
real-world concepts. I want my students to be part for a future lesson, if needed. I like the
able to see how math can be used in the real use of real-world connections in your lesson.
world, specifically in science. This will be You provide enough real-world connections,
incorporated into the lesson by providing my so you do not need to add more. I also like
students with opportunities to connect scientific that you are using a mixed variety of strategies
notation to scientific concepts, such as the solar and resources to help your students
system and test tubes. understand the concepts. Just remember,
sometimes less is more, so do not convolute
For the inquiry focus, I will also focus on CSTP the lesson with too many of these things.
element 1.4. Specifically, I want to focus on using
additional strategies, resources, and technologies You can create opportunities for students to
to better differentiate instruction and better pair/group and discuss with math sentence
connect to my students’ interests and stems based on DOK to support higher level
experiences. This will be incorporated into the thinking and academic discussions.
lesson by intentionally using a variety of
strategies, resources, and technology throughout
the lesson to better engage my students and help
them learn in a manner that is most conducive to
their needs.
Also, for the inquiry focus, I will focus on
exponents, scientific notation, higher-level
questioning, and real-world connections. I will
incorporate the inquiry focus into this lesson by
using a variety of questioning strategies, having
students make connections between math and
science, and engaging students in reflection.
I would like specific feedback on how I can
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Inquiry Focus/Students
 What specific feedback regarding your focus
students do you want from your ME?
Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
 How is the lesson structured (opening, body, and
closing)?
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used?
How will results inform instruction?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
improve higher-level thinking in this lesson. I
would also like specific feedback on whether I
need more real-world connections.
I would like feedback on how I can support my EL
students in comprehending complex vocabulary
through instructional strategies or resources.
I would like feedback on how to tap into my
students’ cultural backgrounds in this lesson to
help them make real-life connections.
I would like feedback on how to adjust the
instruction and resources based on Focus Student
2’s IEP goals.
I would like feedback on how to further extend
learning for the GATE student through strategies
and resources.
I would like feedback on how to further engage
my students in this lesson to get them motivated
and excited.
I would like feedback on how I can bridge the gap
between the previous lesson and this one to help
students make connections.
I would like feedback on the pacing of this lesson,
particularly as it pertains to individual students.
The opening of this lesson includes an
introduction, going over norms, questioning,
tapping into prior knowledge, and going over the
standards, essential question, and the learning
target.
The body of this lesson includes a Desmos activity
that includes vocabulary instruction, modeling,
practice opportunities, guided discussions, videos,
and reflections.
The closing of this lesson includes reflections, final
practice, exit tickets, and an Illuminate quiz.
The varied teaching strategies and differentiated
instruction will include modeling, sentence stems,
vocabulary instruction, videos, practice problems,
self-pacing, guided discussions, adapted
questioning, reflections, exit tickets, and an
Illuminate quiz that is adjusted based on
You can frontload vocabulary in a vocabulary
chart or notebook. This should include images
and meanings in student’s words. We can also
use the Math talk sentence starters to
increase use of academic vocabulary.
You can build rapport with students to learn
specific interests and cultural backgrounds to
implement real-world scenarios.
We would take the IEP at a glance to pull goals
in Math and accommodations to implement
into the lesson.
Allow GATE students to spend independent
practice time on exploring cross curricular or
real-world applications.
Start the lesson with fun activities that gain
attention and build rapport. Ex. Where would
you want to travel, placing a digital dot on a
world map. Let the students discuss if you
have time.
Start with a brief review of prior concepts and
discuss how the new lesson will build upon it.
Base your pacing off of students. Desmos
offers the ability to set pacing by allowing a set
number of windows to be done before moving
forward by the teacher. You can set pacing
specifically to each student to allow extra time
or extra activities based on the level of a
student.
The design and structure of the lesson are
good for a lesson plan on Math Grade 8 Target
B introduction. Technology is being used to
enhance the learning of concepts. The various
instructional strategies and differentiation will
support all learners in this lesson. There is a
good use of progress monitoring throughout
the lesson to gauge student understanding
and make targeted adjustments.
Results from the lesson will be both formative
and summative, which captures all student
understanding throughout the lesson to help
with remediation or extension of concepts.
Page 3
 individual student needs. These strategies will be
differentiated for the focus students based on
their individual needs and goals.

The progress monitoring strategies will include

practice problems, questioning, and exit ticket
responses.

The results of this lesson will inform instruction in

the next lesson by gauging student understanding
to determine if I need to reteach, extend, or move
onto new concepts.
I will make the lesson relevant to my students by The science connection is great to show
relating the content to scientific concepts, such as students that math has applications in other
the solar system and test tubes. I will also add in subject areas and within real world scenarios.
Student Engagement/Learning reflection questions on the relevancy to science. This will be good for students interested in the
 How will you make the lesson relevant to all the sciences.
students?
 How will students show progress towards master of The students will show progress towards mastery
lesson objectives?
of the lesson objectives through the warmups, During the lesson, you have many ways to
questions that I ask, practice problems, guided check for understanding and mastery of
discussions, reflections, exit tickets, and an concepts. This gives student numerous
Illuminate quiz. opportunities to show their abilities.
I will maintain a positive learning environment
through positive introductions, greeting students,
explaining the norms, and going over the Going over the norms and expectations are
expectations. Whenever issues arise, I will remind important to starting the lesson. Maybe add
Classroom Management
 How will you maintain a positive learning students of these norms and expectations. an activity to increase student engagement in
environment with a welcoming climate of caring,
respect, and fairness? the beginning with introductions. You could
 Identify specific classroom procedures and strategies
In terms of classroom procedures and strategies, I also have students create these norms and
for preventing/redirecting challenging behaviors.
will prevent and redirect challenging behaviors by expectations with you, so they have buy-in
reinforcing norms, using proximity, using constant and a voice in the classroom.
movement around the classroom, and by keeping
the students busy with tasks.
I will close this lesson by summarizing student
learning, engaging students in reflection, through Good use of the “cool down” activity, the exit
the last practice problems, providing the exit ticket, and finally the independent extension
ticket, and having students complete the (Illuminate target quiz). Again, this gives
Closure Illuminate quiz. students time to recall information and show
 How will you close your lesson?
 How will you assess student learning and prepare mastery of the material or the need to review
them for the next lesson? I will assess student learning through reflection before moving onto the next topic. This lesson
questions, practice problems, exit tickets, and the closure will provide you with a lot of data to
Illuminate quiz. I will prepare students for the use to determine the next steps for
next lesson by reviewing critical concepts that will instruction.
be used in subsequent lessons or reteaching.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all levels
EXAMPLE When teacher reviewed worksheet, she asked additional Students completed the worksheets and were able to ask
of Bloom’s (“Identify 6 problem-solving strategies; pick two strategies
CSTP 1: Engaging All Students questions of analysis and evaluation (“which problem-solving questions. Most groups needed revisions for their questions;
and identify at least one similarity and one difference between
 In what ways were students strategy do you prefer? How could you create a math problem
them”). Groups then selected a strategy and created two math
comparison/contrast was the most common analysis question. I
engaged? that could be solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
problems to exchange tomorrow.

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT requested help/monitoring of pacing
during the lesson and with making real world
connections to the lesson. Lesson plan
moved smoothly and timely.
NT used scientific notation connections in
planetary orbits and test tube
measurements.
Students stayed engaged throughout the lesson
with consistent pacing.
Students showed understanding before moving
forward.
Students were able to put planets into orbit
and fill test tubes using scientific notation
I found that being very detailed and
attentive to how much time I was spending
on each section helped me deliver a timely
but well-paced lesson. When a certain
section took longer than expected, I was
able to adjust in-the-moment to ensure that
I not only provided sufficient thinking time
for students, but also made sure to finish the
lesson in the allotted time.
Page 4
 I found that my students really enjoyed
learning about the real-world connections.
through an online platform. Since many students are disengaged in
math, providing opportunities to make
interdisciplinary and realistic connections
helped to further engage them in the lesson
content.
I was surprised at how engaged my students
CSTP 1: Engaging All
were throughout this lesson. I think that
Students Students were engaged as they were able to
 In what ways were students using technology, multiple means of
engaged? How were move through the activities and worked in representation and engagement, and
students not engaged? Teacher was able to digitally monitor the small groups. None of the students were opportunities to work with peers helped to
 How did students progress and understanding of students disengaged from the lesson at any point due to
contribute to their stimulate their interests. My students were
through the use of the online platform the automatic notice of moving in the activities.
learning? constantly engaged, which allowed me to
Desmos. He also walked around the room They were continually responding to questions
 How did teacher and/or use my various progress monitoring
students monitor during the lesson to check in verbally with asked by the teacher alongside the problem- strategies throughout the lesson. I was not
learning? students. solving questions in the lesson.
 How were the focus surprised that my focus students were also
students engaged and engaged because their identified challenges
supported throughout the
lesson?
were well supported through intentional
planning.
Teacher led positive introductions by
greeting students, setting expectations and
going over classroom norms, tapping into
students’ prior knowledge with engaging Students tried hard to answer activity questions I found that creating an effective learning
questions, and going over the standards, and solve problems using the concept being environment from the first minute helped to
essential question, and the learning target at taught in the lesson. ensure a smooth lesson with minimal, if any,
the beginning of the lesson. challenges. I think that going over the norms
CSTP 2: Effective Learning Students asked questions to clarify and extend really helped to set the expectations for the
Environment lesson. I also did a good job of constantly
Teacher redirected challenging behaviors by their learning.
 How did students and
reinforcing norms, using proximity, moving around the classroom and being on
teacher contribute to an
effective learning constantly moving around the classroom, my toes to ensure that student misbehaviors
environment? Students were respectful to each other when did not arise or were quickly addressed. I
and keeping students busy on tasks.
working in small groups. also liked how my students were very
respectful to each other, particularly the
Teacher ensured that many aspects of the focus students, since these students tend to
Student helped focus student 3 during group
lesson had real-world applications to further need additional support.
work to solve problem.
engage and motivate students in their
learning.

The teacher helped student assimilation of

the subject matter by providing real-world The students were able to assimilate subject
connections, connecting prior knowledge to matter by their active participation in working
new concepts, and using a variety of with cross-curricular and real-world
questioning strategies throughout the applications. The students were able to tap into
I found that using a variety of instructional
lesson. their prior knowledge from previous lessons to
strategies really helped my students
further comprehend the new material. The
assimilate and construct knowledge. I found,
CSTP 3: Organizing students’ responses to questioning allowed
Teacher helped students construct in particular, that the use of modeling,
Subject Matter them to think critically about this new
knowledge of the subject matter through the guided discussions, and the use of videos
 What actions of the NT information.
contributed to student various strategies, formative assessments, helped provide multiple modalities for my
assimilation of subject and summative assessments, such as students to comprehend the content. Also, I
matter? The students were able to construct knowledge was not surprised that my students held the
modeling, practice opportunities, guided
 How did students construct
knowledge of subject discussions, videos, reflections, exit tickets, through their active participation in the lesson misconceptions that they did. I tried to
matter? and the Illuminate quiz. activities. The students constructed much of prepare for these misconceptions by having
 What misconceptions did their knowledge through the small group additional ideas and strategies in my mind to
students have and how
were they addressed by
activities that allowed them to work through address these challenges. Next time, I will
The teacher identified student challenges with their peers. try to do a better job of identifying student
the teacher?
misconceptions in-the-moment as incorrect misconceptions and directly addressing
ways to divide exponents, and ordering them to ensure that I am ready for questions
scientific notation by least to greatest. The The students had misconceptions regarding
and challenges.
NT addressed these misconceptions by dividing exponents and ordering scientific
asking probing questions, having students notation from least to greatest. The students
work in small groups to address demonstrated this confusion by limited
misconceptions, reteaching concepts, and participation and incorrect responses.
modeling correct processes.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5

CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
Teacher provided modeling, sentence stems,
vocabulary instruction/front loading, video
captioning for visual learners, practice
problems, self-pacing, guided discussions,
adapted questioning, reflection questions,
exit tickets, and a summative assessment
(Illuminate quiz) that was adjusted based on
individual student needs.
Teacher had students work in small groups
to practice their newly gained knowledge.
The NT had strategically placed numerous
opportunities throughout the lesson for
students to be actively engaged
independently and collaboratively.
Teacher contributed to student learning
through the various instructional strategies
provided, differentiated instruction,
formative assessments, and summative
assessments.
Students used sentence stems to respond to
questions with academic vocabulary.
Students used personal ID to login and
independently complete quiz using Illuminate.
The quiz was short and comprehensive of the
concepts covered in the lesson.
Students worked together in small groups to
practice the application of concepts in real
world connections. Students were actively
engaged in testing scientific notations to see
the results of the planet’s orbit.
I found that using a variety of differentiation
strategies helped all of my students, not just
the focus students, better comprehend the
material and fully participate in the lesson. I
also found that having my students work in a
variety of formats, both independently and
in small groups, helped to improve their
engagement and comprehension. I also
found that I did a good job of contributing to
student learning through the various
strategies and assessments that I provided. I
think that I may have used too many
assessments at times, but they all seemed to
provide me with critical data both in-the-
moment and after the lesson was delivered.

Teacher used reflection questions, practice

problems, exit tickets, and the Illuminate I found that all of my students demonstrated
quiz to demonstrate mastery and mastery of the lesson objectives. There were
Students answered comprehension questions
understanding of lesson concepts. a couple of students who will need
throughout the lesson.
CSTP 5: Assessing Student additional support in the concepts, but they
Learning were still able to meet the lesson objectives.
 How did students Teacher worked with students individually Students extended learning and made real These students who need further support
demonstrate achievement that struggled with inverted exponent
of lesson objectives? world connections through responses to will be provided with additional instruction
 In what ways did students
fractions. reflection question. and practice opportunities to help them
struggle or demonstrate further comprehend the content and be
limited understanding?
The teacher frequently checked-in with ready for new learning in subsequent
 What teacher actions Students showed mastery of concepts through
contributed to student students, held formative assessments lessons. I also found that my actions of
correct responses. If a student did not answer
achievement?
during, used questioning, led group providing frequent check-ins through
correctly, it was reviewed before they could
interaction sessions, and finished with various formative assessments contributed
move on.
summative assessment. to student achievement and mastery of the
lesson objectives.

Section 4: Post Observation Conference

To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
All of the students were able to successfully achieve the lesson objectives by scoring proficiently on the various
formative and summative assessments. For example, after analyzing the various sources of assessment data
used in this lesson, each student successfully accomplished each learning objective through extensive practice,
differentiation, and the multiple instructional strategies that were utilized. While there were obviously some
areas of student misconceptions and challenges in this lesson, each student was able to work through these
obstacles and successfully completed each assessment. While some students demonstrated mastery of the
learning objectives and the standards, other students’ assessment data suggests that they sufficiently met
these objectives. For these students who struggled in this lesson, although meeting the objectives, they will
need further instruction and assistance in these areas to help them master these learning objectives to be
prepared for subsequent instruction and concepts.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: GATE
Focus student 1, an English Focus student 2, a student with an Focus student 3, a student who
Learner, successfully achieved the ILP, successfully achieved the lesson is identified as GATE, successfully
lesson objectives. For example, this objectives. For example, this student achieved the lesson objectives.
student was able to apply integer was able to apply integer exponent For example, this student was
exponent concepts, scientific concepts, scientific notation to real- able to apply integer exponent
notation to real-world concepts, world concepts, and evaluate their concepts, scientific notation to
and evaluate their peers’ peers’ responses to the practice real-world concepts, and
responses to the practice problems problems with at least 80% accuracy evaluate their peers’ responses
with at least 80% accuracy after after analyzing the formative and to the practice problems with at
analyzing the formative and summative assessment data. This least 80% accuracy after
summative assessment data. One student’s math ILP goals focus on analyzing the formative and

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
of this student’s EL goals focuses summative assessment data.
on group collaboration, which computation, interpretation, fluency, Based on my knowledge of this
through detailed observation and word problems, procedural and student, this student’s needs
questioning, this student conceptual knowledge, and scoring include understanding practical
demonstrated achievement of this proficient on assessments. This applications, extending learning,
goal. This student also needs student was able to meet their ILP being motivated through
support in developing academic goals and the lesson objectives challenging content, and pacing
language in the content area, through the various instructional to keep them on task. This
particularly as it pertains to strategies utilized, in addition to the student’s needs were supported
understanding complex additional supports that were through alternative pacing,
terminology, forming sentences provided, such as calculation devices, intentional use of real-world
with supports, and reflecting on alternative problems and applications, opportunities to
what was learned. This student assessments, sentence stems, take alternative assessments,
overcame these challenges in the modeling, adjusted pacing, and visual and by specific adjustments to
lesson and met the learning supports. As a result of the additional the reflection questions and the
objectives due to the various supports and differentiation exit tickets. As a result of the
instructional strategies and strategies utilized, this student was additional supports and
supports, such as modeling, able to fully participate in this lesson differentiation strategies utilized,
sentence stems, explicit vocabulary and successfully met the learning this student was not only able to
instruction, video captioning, objectives as evidenced by formative achieve the learning objectives,
practice problems, self-pacing, and summative data analysis. but was able to go above and
guided discussions, adapted beyond in this lesson by
questioning, reflections, and exit mastering each objective and
tickets. standard.
In terms of what I would do differently next time, I would like to be more intentional with student collaboration
time. For example, I found that while my students had multiple opportunities to engage with each other, there
were times where this time was either cut short, and was not used wisely by each group. In the subsequent
lessons, I would like to have additional tasks available for my groups who finish early, as well as doing better at
predicting how long my students will spend on particular tasks. I would also like to discover new strategies,
resources, and ideas of how to structure student collaboration time and how to make it more engaging and
helpful for all students. Also, in terms of what I would do differently next time, I would like to become more
skilled in determining student misconceptions before the lesson. While I attempted to do this, I found that
during the lesson, my students surprised me with what they already knew and what they still needed help with.
I need to better identify student gaps in understanding, since each student comes to the lesson with different
knowledge and skills that must be tapped into. However, I think that this skill comes with time and knowledge
of my students, so I will make sure to keep working on this skill so it becomes second nature.
The three top lesson strengths are pacing, real-world connections, and varied assessments. For example, in
terms of pacing, the lesson was adapted in-the-moment based on the responses from the students, individual
learning needs, to address misconceptions, and to speed up the lesson when students quickly comprehended
the material. The nature of this lesson through the Desmos platform allowed the pacing to be adjusted for each
student, as well as the class as a whole. Next, the second strength of this lesson was the real-world connections
that helped to engage students. Each student appeared to be fully engaged in this portion of the lesson as they
could connect their newly gained knowledge to another subject, science. Connecting scientific concepts to
math really seemed to help the students not only further conceptualize the concepts, but also further engaged
and motivated the students. Finally, the third strength of this lesson was the many and varied formative and
summative assessments that were implemented in this lesson. For example, the students had multiple
opportunities to not only be assessed, but also to self-assess their own knowledge. The many assessments used
allowed instruction to be adapted in-the-moment, improved differentiation strategies and opportunities, and
supported students to meet the learning objectives through carefully structured assessment opportunities.
The three top areas for improvement are student collaboration, language usage, and identifying student
misconceptions. For example, in terms of student collaboration, while this lesson was designed around student
collaboration and interaction, there were multiple examples in this lesson where student collaboration could
have been improved and enhanced. For example, the collaborative activities could have been improved by
pacing, using time wisely, being more specific in instructions and expectations, having additional tasks available,
and predicting how long certain tasks would take. Additional strategies and resources could have been
considered and used to further improve student collaboration time. Next, the second area for improvement is
to be more cognizant of language usage. For example, during the lesson, there were multiple times when the
words and phrases “guys,” “competitive,” and “is anyone stuck” were overused. These phrases and language
Page 7
 usage are considered an area for improvement because this language, although not inappropriate, can be
misconstrued by some students and can be seen as divisive or non-inclusive. This subtle use of language should
be improved to ensure that all students feel included and that students do not see their education as being
competitive or feel scared to receive help when they are stuck. Finally, the third area for improvement in this
lesson was to more effectively identify student misconceptions before the lesson occurred. While some student
misconceptions were identified before the lesson, this skill in identifying gaps in understanding needs to be
improved by further understanding the students and further developing pedagogical skills and knowledge.
Overall, the students responded well to this lesson due to the engaging nature and real-world applications
embedded throughout the lesson. In general, all of the students met the learning objectives. However, some
students struggled with certain concepts in this lesson, such as dividing exponents, inverted exponent fractions,
and ordering scientific notation from least to greatest. As a result, further instruction will be needed to address
these students’ misconceptions and to further develop these skills before subsequent instruction can occur.
The next lesson will focus on expanding students’ knowledge of exponents and scientific notation by building
on this previous knowledge and working to expand these skills through more complex mathematical equations.
What are next steps?
Moving forward, I will be more cognizant of what misconceptions my students may have, and determine what
areas they may struggle most with. Being more proactive instead of reactive during my lessons will allow me to
adjust instruction quickly based on the needs of my students. I also will focus subsequent instruction more on
my students’ funds of knowledge, cultural resources, and interests to further engage them. For example, my
future use of real-world examples will take into account my students’ unique backgrounds to ensure that each
student can personally connect to the lesson. Finally, the next steps for both student and teacher learning will
be to further expand my teaching repertoire to include different technologies, resources, and instructional
strategies to meet the needs of my students.
Other Comments/Notes
Overall, this lesson was very well planned and organized for student understanding. The students were engaged and motivated
throughout the lesson and successfully met the learning objectives. The students appeared to enjoy the various technologies, strategies,
resources, real-world applications, and collaborative activities that were incorporated throughout the lesson. There were multiple
opportunities for monitoring student progress to adjust instruction in-the-moment, address student misconceptions, and determine if
learning objectives were met through the various formative assessments. The classroom also had clear expectations and norms of group
work and going over standards, essential questions, and learning targets to support student learning. In terms of classroom
management, behaviors were reinforced and redirected appropriately to keep students busy on tasks. The students seemed to work
well with each other and adhered to the classroom norms. The lesson used a variety of different strategies and assessments to ensure
student comprehension of the material. Ending the lesson with reflection opportunities was an effective way to close the lesson.

The identified strengths and weaknesses align with what was observed throughout the lesson. There are clearly areas of strength as
evidenced by the students’ successful participation in the lesson and their achievement of the learning goals. However, the identified
weakness are great areas to focus on in subsequent lessons and through professional development. The identified next steps are
specific, actionable, and will further develop growth as a professional educator toward meeting all CSTP elements.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8