Aloha Dom,
Below is your feedback on the observed math/science lesson for this semester. I am using the InTASC Standards
as your assessment. The scale used is 0, 1, & 2. For the lesson observation in this practicum course, the goal for
each standard is a level “1” which is Acceptable. As you progress through this final semester in the UHWO
Teacher Education program, your goal for each standard at the end of student teaching would be at a level “2”
Target. Please communicate with me by email before 11:00 PM this coming Saturday on how you plan to
improve or how you have made improvements within Standards #9 & #10. Mahalo, Dr. James
Name: Dominique Ho
InTASC Standards
Standard 1: Learner
Development - The teacher
understands how learners grow
and develop, recognizing that
patterns of learning and
development across the cognitive,
linguistic, social, emotional, and
physical areas, and designs and
implements developmentally
appropriate and challenging
learning experiences.
Standard 2: Learning
Differences - The teacher
uses an understanding of
individual differences and diverse
cultures and communities to
ensure inclusive learning
environments that enable each
learner to meet high standards.
Standard 3: Learning
Environment - The teacher
works with others to create
environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
engagement in learning, and self-
motivation.
Standard 4: Content
Knowledge - The
teacher understands the
central concepts, tools of
inquiry, and structures of
the discipline(s) he or she
teaches and creates
learning experiences that
make these aspects of the
discipline accessible and
meaningful for learners to
ensure mastery of the
content.
Standard 5:
Application of
Content - The teacher
understands how to connect
concepts and use differing
Grade: 6 Date: 10-16-2023 Math/Science Integrated lesson
Score
Evidence 0, 1, 2
• The students were given multiple visuals to tie in concepts. 2
• Constant check-ins with students.
• The lesson for the 6th graders was designed to support students’ prior
knowledge building on previously learned concepts.
• The lesson plan identified the purpose of the activity along with the learning
target/objective.
• You understand how students grow and develop by implementing
developmentally appropriate learning experiences.
• The math/science lesson design included opportunities for student 2
engagement which can build their confidence.
• Created a learning experience that enables each student to meet the
standards.
• Connected math with the planets.
3.1- 2
• Your classroom management effectively promoted independent learning,
decision-making, problem-solving, and exploration.
• Your math multiples activity integrated real life application.
• You provided a safe, positive, and respectful learning environment where
effective, culturally responsive pedagogy is the hallmark of lesson planning
and implementation.
• You asked questions throughout the math/science lesson.
• You collaborated with your co-teacher seamlessly.
3.2- 1
• The 6th grade students responded well to your instructions.
• You asked for students’ attention effectively.
• Used interactive technology appropriately to focus on specific math content
while engaging students in the integrated lesson.
4.1- 2
• You were prepared and appeared knowledgeable with CCSS for Mathematics.
• The lesson included fundamental math concepts as well as academic
language that built enduring understanding for students.
• You inspired critical thinking and modeled effective communication skills
throughout the math lesson.
4.2- 2
• Used formative assessment through questioning.
• Used a variety of strategies and inquiry-driven methods that enabled students
to understand key ideas.
• Create learning experiences that made the activity meaningful for students.
5.1- 2
• Connected math/science concepts to real-world problems and were able to tie
new information into prior learning.
• By creating authentic learning experiences, your students were engaged and
collaborated.
perspectives to engage
learners in critical thinking,
creativity, and
collaborative problem-solving
related to authentic local and
global issues.
Standard 6:
Assessment -
The teacher understands and
uses multiple methods of
assessment to engage learners
in their own growth, monitor
learner progress, and guide the
teacher’s and learner’s decision-
making.
Standard 7: Planning
for Instruction –
The teacher plans instruction
that supports every student in
meeting rigorous learning
goals by drawing upon
knowledge of content areas,
curriculum, cross-disciplinary
skills, and pedagogy, as well
as knowledge of learners and
the community context.
Standard 8:
Instructional
Strategies - The teacher
understands and uses a
variety of instructional
strategies to encourage
learners to develop a deep
understanding of content
areas and their connections,
and to build skills to apply
knowledge in meaningful
ways.
5.2- 2
• Provided clear directions through direct instruction.
• You connected concepts and used student comments that engaged the
students in your activities, especially when they were able to work in groups.
• Designed and implemented a math/science content area lesson plan that
enables students to engage in critical and creative thinking and problem-
solving.
• The methods and materials allowed students to demonstrate their
understanding in personalized ways.
6.1- 2
• You used handouts for students to show their work while solving
multiples/factors.
• You were able to check for comprehension throughout the lesson.
• Used questioning techniques.
6.2- 1
• You will want to work on providing feedback to students that enables them to
understand their strengths, address their needs, and monitor their progress
through additional practice.
• Walking around the classroom and checking in/talking with students is a good
time to determine if they are working toward meeting the objective.
• Consider how to include specific learning targets for each student or modify
learning conditions, so all students can succeed.
6.3- 1
• Be sure to communicate to students the expectations regarding how they will
be assessed.
• Use the data from assessments to inform practice and to meet the student’s
needs via differentiated instruction.
7.1- 2
• You were organized and prepared.
• Before teaching the lesson, you adjusted certain parts of the lesson during the
first Block session.
• You encouraged the students to talk freely throughout the lesson.
• You systematically planned a learning experience and performance task in
support of targeted knowledge and skills.
• You appeared to have a deep grasp of the content.
7.2- 1
• You planned to reach beyond the classroom to identify resources and utilize
interventions that would assist in differentiated instruction to meet the needs of
your students.
• Continue to work on preparing students for the specific math and science
content and cognitive demands of all assessments.
• Make sure any/all assessments address language learning needs.
7.3- 2
• The students had opportunities for independent practice.
• You have shared your desire to collaborate with other professionals in the field.
• Through professional development opportunities as well as self-directed
learning, you continue to link theory and practice in your teaching.
8.1- 2
• At the beginning of the integrated math lesson, you were positive and
encouraged your students to develop a deeper understanding of the
multiple/factor activity.
• Reviewing the learning target and/or objective (in the middle of the lesson) was
a good way to reinforce the purpose of the activity.
• The partner work seemed to help students to be more successful through
productive struggle.
• You used various instructional strategies to ensure all students had equal
opportunities to meet the learning target.
8.2- 1
• You engaged students in learning to improve skills through questioning and
experiencing productive struggle (in a positive way).
• You planned for the students to discover new content knowledge and allowed
them to improve their creative thinking while you modeled questioning skills.
• Be sure to monitor student behavior by scanning when giving instructions at
 the front of the room.

Standard 9: Professional Learning and I am sure you are doing a lot of great things that I do not know about. I
Ethical Practice - The teacher engages in
ongoing professional learning and uses evidence to effective teaching. What else? Below are a few questions to help
continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others
(learners, families, other professionals, and the
community), and adapts practice to meet the needs
of each learner.
Please reflect on this standard and email
me back by 11:00 PM this coming
Saturday regarding Standard #9.
(You can make this a “bulleted” list.)
Then, I will update this score before
uploading it to Taskstream.
Standard 10: Leadership and
Collaboration - The teacher seeks appropriate effective teaching. I am not aware of any leadership roles that you have
leadership roles and opportunities to take
responsibility for student learning, collaborate with
learners, families, colleagues, other school
professionals, and community members to ensure
learner growth and to advance the profession.
Please reflect on Standard #10 and email
me back by 11:00 PM this coming
Saturday regarding evidence/details that
support this standard. (You can make this
a “bulleted” list.) I will modify this score
before uploading it to Taskstream.
0
know that you engage in action research that provides evidence of
stimulate ideas that you can share with me.
• What additional activities have you participated in (or plan to
participate in) at your school this semester to deepen your
understanding of cultural, ethnic, gender, and learning
differences?
• How have you collaborated with your mentor teacher (or co-
teacher) to analyze student data in efforts to improve planning
and instructional practices that target the student’s needs?
• What data have you used to drive your instructions?
• What professional resources or journals do you subscribe to and
how does this impact your teaching or deepen your
understanding of diverse students’ needs?
• Are you seeking professional development opportunities in
support of professional interests and goals?
I know that you engage in action research that provides evidence of 0
had at your school this semester. Please share with me any activities
you ran or were part of a collaborative team this semester. Below are a
few questions to help stimulate ideas that you can share with me.
• Did you attend any parent/teacher conferences? If so, what did
you learn?
• Did you collaborate with colleagues/families/community
members to ensure student development?
• Were you part of a school-wide team that supported student
activities?
• Did you create a newsletter for parents or (for example) use
Classroom Dojo?
• Were you put into a leadership role for any special events?
• Did you support any community events/fundraisers?

Areas of • At the beginning of the lesson, you had a strong transition with students rotating to their Block 2
Strength session.
• You gave specific instructions to complete the warmup activity.
• You provided positive feedback when working individually with the students.
• Used/displayed a timer for students to be able to keep track of the time.
• Kept a quick pace which helped keep students engaged in the lesson.
• The Jeopardy activity allowed students to work collaboratively.
• Using the small slates to show their answers is a great way for you to use formative assessment for
the group.
• You made learning very meaningful.
• You had the students read the learning targets just prior to working on the Multiple/Factor activity.
• You looked like you were having fun and demonstrated a positive relationship when working with
your students.
• Used attention-getters.
• Organized and well-prepared.
• Continually checked for understanding (asking great questions).
• Demonstrated caring and respect for students.
• Walked around the classroom to monitor students’ understanding.
• Using the computers for the last activity kept students engaged in a long lesson.
• Students responded freely, which was a great way for you to monitor their understanding.

Areas of • At the beginning of the lesson, be sure to communicate to students the expectations regarding all
Growth assessments.
• When at the front of the room (on computer or whiteboard) work on turning your head toward the
class as well as using peripheral vision to keep an eye on the students.
• A minor comment: (work on avoiding the word “and” in the middle of a number when reading larger
 numbers).
• Suggestion: have a variety of planet handouts with half the information or different areas completed
in the handout already written down for the students. This will save time (because if they can write
down information for 4 of the planets or a variety of info, then they understand the concept). This
would also help keep some of your slower workers up to speed.
• You planned use a temperature check as an exit slip but for the closure, you could also rephrase
the learning targets by turning them into questions (and have all students respond).

*Be sure to get feedback from a peer(s) on your teaching.

*Reminder- For the EDEE 466 Signature Assignment, include a total of three student work samples (high, medium, and
low) that correspond with the lesson plan objective and/or learning target. Then, reflect on and summarize each sample.

Overall, this was a good math/science lesson. From your mentor’s feedback, continue to refine, monitor, and
adjust your teaching.

Please email me before 11:00 PM this coming Saturday with additional information relating to standards 9 and 10
that you think would be important to note in this evaluation rubric.

Mahalo, Dr. James