Student Teaching Observation

Date: 12/14/2022

Time: 9:20 a.m. – 10:30 a.m.

Content: 4th Grade Mathematics

Resident: Alysa Simerson

Observer: Dr. Traver

General Notes:

What went well? Overall student experience during the lesson was positive and productive. Stu’s were
comfortable in their table groups and freely volunteered answers to questions you posed. You planned
the instructional segment using the “I do, we do, you do” method. The mathematics content taught was
accurate featured multiple strategies for students to engage. Great work!

Consider for improvement: Consider your use of “you guys” when addressing students. You did use “4th
graders” several times which is preferred. You also incorporated the colored table groups (which is
excellent), so continue using that to your advantage. You effectively provided exit directions, but make
sure stu’s give you formative feedback that they understand—this will tighten up the transition.

Positive Climate (Relationships, Positive Affect, Positive Comm, Respect):

Evidence: As Coop was reviewing the day’s schedule, T was moving around the room and checking in
with stu’s. Transitioned stu’s with positive voice.

Stu’s were at seats and had materials ready for the mental math activity.

T used positive language to confirm correct answers: “Yes” with pointing to stu/boards.

Teacher Sensitivity (Awareness, Responsiveness, Addresses Problems, Student Comfort):

Evidence: Coop teacher went around and ensured stu’s had their paper correctly positioned for the
activity.

Regard for Student Perspectives (Flexibility & Student Focus, Support for Autonomy & Leadership,
Student Expression, Restriction of movement):

Evidence: Stu’s given opp to share out/report out on their answers to questions posed by T.

Behavior Management (Clear Expectations, Proactive, Redirection of Misbehavior, Student Behavior):

Evidence: T effectively managed stu blurting (one stu).

Productivity (Maximizing Learning Time, Routines, Transitions, Preparation):

Evidence: T: “Does anyone want to read it for me?”

9:29: “You guys are fast!”

9:32: “Miguel and Niama, could you pass out these papers? While they pass it out, I will read the
learning target.”

9:52: T at front and provided exit directions to whole-group while pointing to directions at the front
board.

Negative Climate:

Evidence: No occurrences of negative climate were observed.

Instructional Learning Formats (Learning Targets/Organization, Variety of Modalities, Strategies, &

Materials, Active Facilitation, Effective Engagement):

Evidence: For introductory activity, stu’s used white boards and markers to solve the opening math
problem. T led by reading mathematics questions.

After the learning target and activity were introduced, students were released into table group activity
after T described activity.

Content Understanding (Depth of Understanding, Communication of Concepts & Procedures,

Background Knowledge & Misconceptions, Transmission of Content & Procedures, Opps. for Practice
of Procedures and Skills):

Evidence: T: “I see some of you guys are getting confused; lets take a look.” “Mohamed, what did you
do?”

9:34 T noticed confusion; “4th graders do remember the game we played?”

9:40 Stu: “So we use the box method; I cover up the zeroes so I know…”

9:44 Stu offered strategy to split up the figure; T affirmed. T did the math at the board while students
looked on. T introduced a second method in adding a piece to the shape; asked stu’s questions.

Analysis and Inquiry (Facilitation of Higher-order Thinking, Opps. For Novel Application,
Metacognition):

Evidence: “What do we do next? We have two sides still missing.”

9:40 Stu introduced box method; T showed excitement and affirmed student.
9:44 T introduced a potential problem to stu’s and explained on the Smart board.

Quality of Feedback (Feedback Loops, Scaffolding, Building on Student Responses, Encouragement

and Affirmation):

Evidence: T restated stu response: “So they’re equal…”

Instructional Dialogue (Cumulative, Content-driven Exchanges. Distributed Talk, Facilitation

Strategies):

Evidence: “So we need to figure out 5 times (what?) equals 15. So what I did was 25 X 3, so what is our
answer?” 9:38: “Why are they both the same length?”

9:47: T: “Can you guys shout out what 2X3 is?”

Student Engagement (Active Engagement):

Evidence: Stu groups interacted with one another at their table groups; Stu’s actively participated in
reporting out their answers to questions posed by T.