Post Observation #1 1. Did the lesson unfold as you (or your CT) had planned?

If not, what changed and why? If yes, what was the #1 aspect of the lesson that went well? Cite specifics from your TeachScape video to affirm your response. The lesson did unfold as I hoped it would. This was the last lesson in the unit, so I really wanted to see if the students were making the connections they needed to. Math was the first subject I picked up, so I was the one who taught them all of unit 5. It was a really neat experience seeing how they developed those skills during the time I have been working with them. We started out the lesson with a classroom routine and this is something they really enjoy. It also helps them get in the math mindset for the rest of the lesson. This classroom routine was about clocks and telling time. Some students really struggle with this so I was ready for this classroom routine to do a formative assessment. I wanted to know if I needed to plan an intervention for telling time. I was pleased when most of the class was able to set their clocks to the correct time. I also try and plan times where they work some own their own as well as partner work. I try to keep transitions smooth as well and I think that this worked as it was supposed to. I think the number one aspect of my lesson that went well was student engagement and transitions. Each student was engaged in the lesson all the way through and when moving from individual to partner work or turn and talk opportunities, it flowed very well. 2. Did the students learn what you had established as the essential understanding(s) of the lesson? How do you know? Refer to any data or students' work on the video that helped you to determine the students' progress. The essential understanding of the lesson was to be able to associate numbers to the pattern that they are working with. They built cube trains based off of a five element pattern as well as a four element pattern and placed the pattern on a number strip. They figured out what color the 12th cube would be or the 16th cube would be. They practiced putting the numbers in a table to help them determine what color or what number they were looking for. Students did really well with this lesson and I think they did learn what I had in my essential understanding. While I was walking around most students were writing down the correct answers on their activity sheets. If they had the wrong answer I noticed that it was because they were miscalculating the numbers, but after questioning them about it I noticed they still had an understanding of the concept they were trying to figure out. I also had students come up to the board and share some of their answers. I did a short formative assessment where they wrote on their white boards the answer and held it up, so I was able to check their understanding with that activity. I also listen to what they are saying when they turn and talk with their partner. Turn and talk gives then the opportunity to explain what their answer was. When I noticed a student was having a little bit of trouble with the answers I would make sure to listen in to that particular student during turn and talk time. They also took an assessment yesterday on the unit, and almost all of my students did really well with the material. 3. Briefly describe (include evidence from your TeachScape video ) the extent of your students engagement during the lesson. If you were not satisfied with the level of student

engagement, what could you have done differently to improve the engagement of the students? Refer to any classroom management changes/strategies that could have improved the engagement of the students. I think that student engagement went well with my lesson. I like to have students involved in what they are doing. I started out by reviewing clock times. If I called out a time, they would make it on their clock and hold it up for me to check. If I did a pattern for demonstration, I had them do it with me. I transitioned from individual and partner work within the lesson, trying not to linger too long on either one. I gave them opportunities for turn and talk. I gave opportunities for a short whiteboard assessment and having some students come up to the board to write their answers. There were a few times I would just ask questions to the class to get a response, but I could not tell who was responding. This could have been altered into another whiteboard assessment so I could see exactly what each student was saying. Also there were a few students who breezed through the partner work. I need to have something for them to do besides sit there. I wish I would have had a sheet where they could have created their own cube pattern and answered questions about that instead of having them just sit there and wait because all students are not going to finish at the same time. 4. At what point during your lesson did you realize the students were/were not understanding your instruction? What did you do to compensate? Cite specifics from your TeachScape lesson. I realized that my students were understanding the information while I walking around checking their activity pages. At the beginning of the lesson I had a feeling that they were getting the information by the way they were responding to my questions as a class, but when I noticed that they were getting it individually was when they were working on their pages. As I was circulating I would ask them to explain to me how they got their answers. This lets me see their response and judge if they are understanding it or not. I also asked them to describe for me the pattern of the numbers they were writing down. Prompting them to tell me how it was they got those numbers. For the most part I was hearing all the right things. When I circulate it would be handy if I had a checklist of the information covered in that days lesson. I could check off who I see has it and who still needs more help. This would also help me in planning and meeting the needs of my students. 5. If you could teach this lesson again to the same group of students, what changes would you make and why? Include specifics from your TeachScape video with your answer. If I could teach this lesson again with the same students I would work on trying to differentiate more. I know that for some it was really easy for them to go through. For those students I wish I would have had some way to let them create their own pattern and answered questions about it. This would let them use the higher levels of blooms and I have noticed in other lessons with these students, they really like coming up with their own stuff. For the lower level students this was a little harder for them. I could have pulled out the connecting cubes and let them actually create the pattern. The point of the lesson was for students to be able to figure out the number associated with a certain color without having to build the pattern, but for some students they need that visual representation. Having them make the cube train with their connecting cubes might have helped them make connections a little easier. I also would provide

more opportunities for more formative assessments throughout the lesson. More white board opportunities or maybe letting them write something down on a post it note for me to quickly check. 6. Based upon your reflections, and your post-conference with your university supervisor/cooperating teacher, what have you learned about your teaching strengths and weaknesses? What are some steps that you could take before your next observation that could strengthen your teaching skills? List specific North Carolina Professional Teaching Standards in your answer. I think that my strengths in this lesson was student engagement and time spent on task. Looking back over my lesson I can see my students are engaged and they are on task. I think that my students really enjoy math too because it gives them the opportunity to explore some with their math skills. I do not think that at the beginning of my lesson I went over the I can statement for the lesson. This is something I do most of the time, but I forgot to do in this lesson. I need to be more aware of this and make sure at the start off every lesson I introduce this to the students. I also need to think about why I am asking a question. If it is to see what my students know or understand I need to make sure that I have a way of knowing that each student is responding to the question and what their response is. Asking purposeful questions is something that is important. The standard that I think I did really well in was standard three; teachers know the content they teach. I spent a lot of time looking over this lesson and preparing it for my students so I felt like I had a good understanding of the material so that I could communicate it to my students. I think because they did so well with the information it shows that understood the material I taught. Something I think I can work on is standard four; teachers facilitate learning for their students. This refers to the differentiation of instruction for the high level students and the lower level students. Some steps I can take to help me work towards becoming better in standard four is to think about the needs of these students before the lesson that way something will already be in place for them. Also to think about my questions I am going to ask and how I want to accept responses for my questions.