Antonio Observation 11/14 Math 9

1st hour Class Notes

Starter - walking around answering Tricky when a student does a problem wrong on
questions. the board, good redirect & explanation
consensus, “who got the same answer for
#1?”
Dealt with mistake on #2, explaining what the
mistake was
Students are working, correcting answers
“Any questions on these?”

Who wants to read?
This class is ……quiet
Review of the basic story and formulas -
Giving examples - not sure students are
getting it, they are not offering answers, but
they are on task writing things down.
When only a few students are answering they may
be behind or not understanding. However, this
class is unusually sleepy.
You can give more wait time when asking big
questions - sometimes I wait until I know I have
50% with me.

“I want you guys to notice some patterns” Good clear communication that they should be
Students are offering answers noticing things.
Discussion of #3
Students seem to be getting it!

Whiteboards Are students getting it?

Good review for the quiz Usually whiteboards are fast paced, it’s ok to slow
down, but you may lose some who are advanced

Did you get information on where students

are at?

2nd Hour
Starter Much more discussion and interaction
Circulating, helping Kalli, then she was able
to present!

Activity It’s good to check in with the quiet kids to see if

Examples for Alice eating and drinking they’re with you - Left side of the classroom is
#1 together asking questions and discussing, wondering if
Got them started on #2 Liv and Ethan are with you….
“One that works for this….. What’s a couple
examples?” Olin is on it
“Is there another example?”
“Try it on the calculator”

Leading them to the formula Be sure to allow students to interpret this on

their own, with different answers. As soon as
 you write something down they are all copying
it.
They may be thinking of it in a different way,
which is fine

Notes - asking for rules, listing on board They may not be ready for division….. We’ll see!

Whiteboards
Students are asking questions
They want to understand
Ran out of time - continue tomorrow?

3rd Hour

Starter
Students are asking questions, which means Again, lots of interaction and discussion, which
they want to learn! shows they are engaged!

Activity
Giving examples Some students are doing it, can you tell some
“ try and find two more that work..” are waiting for you to give the answers?
Giving time for students to make their own
examples… So good to do this

Whiteboards Giving two problems at a time, slows them

Clearing up confusion - we probably can’t do down but also they don’t get bored
too many of these!

Planning and Organization:

Starter Activity: The approach of walking around and addressing questions individually was effective in
gauging understanding and providing immediate support.

Use of Examples: Initiated examples but observed reluctance from students to engage verbally, although
they were on task writing down information.

Classroom Dynamics: Noted differences in engagement levels across different hours. Recognizing the
need for more wait time for complex questions to ensure a higher engagement rate was observed.

Use of Whiteboards: Employed effectively for interactive learning and review, although pacing was
slower at times. Encouraging independent interpretation among students before presenting answers was
identified as a potential area for improvement.

Instructional Strategies:

Engagement and Interaction: Encouraged discussion and participation in the second and third hours
more effectively. Engaged students through activities that prompted them to create their own examples.
Questioning Techniques: Varied questioning techniques used, such as guiding students towards
formulas, which stimulated critical thinking and comprehension.

Recognizing Quiet Students: Attention was given to the quieter students, ensuring their participation and
understanding of the material.

Adaptations for Students with Special Needs:

Individual Support: Provided individual assistance to students needing help, encouraging their
participation and contributions to the class.

Varied Learning Styles: Recognized the need for diverse approaches considering different learning styles.
Encouraged students to interpret problems in their own ways.

Cultural Competency:

Inclusivity: Fostered an inclusive environment where students felt comfortable asking questions and
seeking clarification.

Engagement Levels: Considered variations in class dynamics, recognizing engagement discrepancies

across different groups of students.

Management:

Time Management: Managed time effectively but encountered instances where certain activities spilled
over into subsequent sessions. Recognized the need for balancing activity pacing.

Classroom Control: Handled classroom engagement levels and discussions well, although some instances
of a slower pace affecting advanced students were observed.

In summary, the reflective feedback addresses the strengths in promoting engagement and interaction,
recognizing individual learning styles, and efforts made to create an inclusive environment.
Opportunities for improvement include pacing, encouraging independent problem-solving before
presenting solutions, and addressing disparities in engagement levels across different groups. Adjusting
instructional strategies to cater to diverse learning styles and maintaining a balanced pacing throughout
activities could enhance the overall learning experience.