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Fullerton Online Teacher Induction Program


P​​re/​O​bservation/​P​ost 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​:
1. 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

Mayra Fernandez miragirl8@aol.com Spanish 9-12


Mentor Email School/District Date

Richard Spicer richard.spicer@longbeachsaints.org LA Archdioceses / LBUSD November 30, 2018


Content Standard Lesson Objectives Unit Topic Lesson Title
1.2: Connecting learning to student 
prior knowledge and background 
4.1: Using knowledge of students’  Students will be able to use 
En casa y en familia  Los pronombres de complemento directo 
academic readiness, language  object pronouns to talk about 
At home and with family  Direct Object Pronouns 
proficiency, cultural background,  household items 
and individual development to plan 
instruction. 

CSTP Element(s) Focus for POP Cycle ​(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating

NT pedagogical skills are newly formed and just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire

CSTP Element Initial Rating Rating Description​​ (Identify both teacher and student rating for CSTP 1 and 2.)

Using a variety of instructional strategies,  T - Utilizes a variety of strategies including culturally responsive pedagogy, resources, 
resources, and technologies to meet students’  T-3 and technologies during ongoing instruction to meet students’ diverse learning needs. 
1.4
diverse learning needs. S-3 S - Students participate in instruction using strategies, resources, and technologies 
matched to their learning needs. 

Using and adapting resources, technologies, 


and standards-aligned instructional materials 
Selects, adapts, and utilizes appropriate instructional materials, resources, and 
3.5 including adopted materials, to make subject  T-3
technologies for concept and skill development in subject matter.  
matter accessible to all students 

Section 2: Pre-Observation Conference

Part A: NT Reflection Part B: ME Feedback


Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.

Inquiry Focus/Special Emphasis


Will following up my lecture with a video clip to reinforce  Yes, the use of the videos will help to reinforce the 
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or the concept help students better understand the new  desired grammar skills because students will be able to 
special emphasis into the lesson? content? make corrections to the their work afterwards.
● What specific feedback do you want from your ME?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 
● Summarize critical needs and how Esmeralda H: Spanish is this student's  Jacob M: This student has ADD, a specific 
you will address them during this Gorden B: This student is low 
1st language, but has language  learning disability, and suffers from 
lesson. performing. 
interference when learning.  anxiety. 

Prior knowledge, interactive notebooks and visuals will 


● What specific feedback regarding your focus students Do these different teaching strategies and 
meet the perceived learning needs of the target 
do you want from your ME? reinforcement meet all of my students' learning needs?  
students.  

Specific Feedback The variety of deliver should minimize boredom caused 


● What additional specific feedback do you want from Is this too much repetition for this one concept? 
your ME regarding lesson implementation? by repetition. 

Lesson plan: 
1. To introduce the lesson, I will ask the 
students guided questions to introduce the 
lesson and to retrieve any prior knowledge 
that they may have on the topic: What are 
direct object pronouns? (5) 
2. Students will change 3 sentences by rewriting 
them, using the direct object pronouns. (5) 
3. I will give notes on how to use the direct 
object pronouns by using interactive 
notebook graphic organizers to help guide 
note taking. (15) 
4. Students will change the same 3 sentences by 
rewriting them, using the direct object 
pronoun.. (5) 
5. I will show a video clip to reemphasize what I 
have just taught through video/song form.(5) 
6. Students will change the same 3 sentences by 
rewriting them, using the direct object 
pronouns. (5) 
7. We will correct the sentences to see the 
growth that they have made from their prior 
knowledge to after hearing the material 
taught twice. (5)  
8. Before they leave, I will let the students 
know what their homework is. The homework 
Instructional Planning will always be on the lesson taught that day. 
Well sequenced lesson plan which will reinforce 
● How is the lesson structured (opening, body, and Teaching Strategies: 
closing)? concept.  
● Prior knowledge: By using their own 
● What varied teaching strategies and differentiated Good variety of teaching strategies. 
experiences, students will be able to connect 
instruction will help students meet lesson goals? Monitoring strategies will help NT adapt and intervene 
● What progress monitoring strategies will be used? with the lesson. 
as the lesson progresses. 
How will results inform instruction? ● Note-taking organizers: By using the graphic 
organizers, students can pay attention to the 
lecture instead of focusing on just writing 
information down. Student notes will be 
better organized. 
● Sentence writing: Students will practice 
changing sentences, rewriting them by using 
the object pronouns. 
● Videos to reinforce lesson: The lesson will be 
reinforced by the students seeing it be 
retaught through a video. The video will use 
a song to remember the pronouns and how to 
use them. 
Monitoring Strategies: 
● By having the students write their answers on 
the board, I will be checking for their 
conjugating/spelling. Others students will be 
able to say the right answer if it is incorrect. 
● After the each activity done in class, 
students are to share their answers aloud, 
allowing me to give immediate 
feedback/corrections.  
● Progression samples (exit ticket): By 
comparing the results of the exit ticket with 
the previous ones at the beginning and 
middle of the lesson, I will be able to 
measure progress and note if repetition of 

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
 
the lesson in different ways helps improve 
the use of the content among all students. 

● I will be able to make the lesson relevant by 


using different methods to teach the lesson 
to adapt for all learners. 
Student Engagement/Learning
● How will you make the lesson relevant to all the ● By comparing the results of the exit ticket  The variety of methods, including songs/videos, will 
students? with the previous ones at the beginning and  reinforce the concept for student and help them 
● How will students show progress towards master of middle of the lesson, I will be able to  master it. 
lesson objectives?
measure progress and note if repetition of 
the lesson in different ways helps improve 
the use of the content among all students. 

● After the student shares their answer aloud, I 


will give a compliment if possible along with 
any correct necessary. 
● I have a random name selector that I use to 
select students to participate. Students know 
that their name can be called multiple times, 
even consecutively. Since I use the app, 
students do not feel that I “pick” on them or 
ignore them. By the end of the class period, 
everyone has participated at least once. 
● While students are working, I will be walking 
around to check that they are on task and  There is sufficient teacher monitoring of student 
Classroom Management
● How will you maintain a positive learning environment
assist any students with ques ons. At this me,  engagement in activities.  
with a welcoming climate of caring, respect, and I will also make sure that my students that  She always creates a non-threatening, welcoming 
fairness? struggle have a clear sense of what we are  environment for students. 
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
doing.  The random selector keeps students on their toes, and 
● I will also repeat the directions aloud to  can always be used to redirect student behavior. 
remind the students of what they are to be 
doing, especially if I see anyone doing 
something else. If I see someone o task, I will 
praise someone aloud who is on task, as an 
indirect reminder of what they should be 
doing. 
● If a student continues to be off task, while I 
am walking around, I will ask them if they 
have any ques ons on the assignment or I will 
ask to see their work to make sure they are 
understanding the assignment.  

To close my lesson, I will: 


● Students will change the 6 sentences by 
rewriting them, using the direct object 
pronouns in 3 sentences and the indirect 
object pronouns in the other 3 sentences. 
Students will do this 3 times, once before, 
once after the lesson,and once again after 
Closure the videos in an exit ticket without any help 
● How will you close your lesson? The exit ticket will adequately assess the students’ 
from me, peers, or notebooks. 
● How will you assess student learning and prepare understanding and mastery of concept.  
them for the next lesson? ● Reassure them that this is not a graded 
assignment based on how many they got 
right, but rather to measure their progress 
and to see what needs to be further reviewed 
during the next class.  
● Explain the homework to ensure that they 
know and understand what is expected of 
them. 

Section 3: Observation of Lesson Delivery 

Part 3A: ME Observation of Lesson Delivery  Part 3B: NT Reflection on  


Lesson Delivery 
Teacher Actions Student Actions
Student groups answered worksheet questions that included all
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I need
between them”). Groups then selected a strategy and created two
engaged? with this strategy?”) to give them a Bloom’s question stems handout next time.
math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
 
NT provided a sequenced review of Students were engaged throughout
Spanish direct object pronouns that the class by completing the
centered around three-part student self-assessment application activities
self-assessment of student ability to and the practice review activities.
use direct object pronouns correctly. At each stage NT asked students to
Students recorded application of identify how well they understood
direct object pronouns on exit-like the concept of Spanish direct object
Specific Feedback
slip. First record was a base pronouns. At the end of the period Special feedback: I will show a video clip 
● What information can you
to reemphasize what I have just taught 
provide the NT regarding knowledge memory at beginning of about 70% reported full-confidence through video/song form. Is this too much 
requested special
feedback? class. Second was application after understanding with the other 30% repetition for this one concept?
concept review activities. Third was reporting partial confidence.
after a review video. Teacher and
students then correct application The variation in the sequenced
activity just before end of period. NT repetitive activities kept students
asked me to observe the efficacy of engaged in the lesson and led them
the sequenced repetition of the to more confident understanding of
concept. the concept.

All students were engaged in the


lesson. As a form of self-assessment,
students were required to rewrite
the same three sentences replacing
the direct object object nouns with
the appropriate pronouns at three Students were engaged throughout
CSTP 1: Engaging All stages of the lesson. The also took the class by completing the
Students notes in structured flip self-assessment application activities
● In what ways were students Students were actively paying
engaged? How were books.Through guided teacher and the practice review activities.
students not engaged? attention to the lesson and the video.
● How did students contribute
questions, students learn how to use At each stage NT asked students to
Students seemed to really try to
to their learning? Spanish direct object pronouns identify how well they understood
● How did teacher and/or figure out the sentences and improve
students monitor learning? correctly. The teacher monitored the concept of Spanish direct object
● How were the focus
them as the lesson went on on the
student learning and engagement by pronouns. At the end of the period
students engaged and exit tickets.
supported throughout the moving about the room, by randomly about 70% reported full-confidence
lesson?
asking students to answer questions, understanding with the other 30%
and by asking show of hand for reporting partial confidence.
understanding. The focus students
were part of the randomized asking
of questions and the teacher
monitoring of student
engagement.Student

Students were not distracted by their


Student cell phones were set aside.
CSTP 2: Effective Learning
cell phones because they turn them in
All students had required materials
Environment as they walk into the classroom, and
● How did students and and focused on the various tasks at Students participated fully in all
teacher contribute to an their iPads were not out. With my
hand. If a student struggled while activities.
effective learning name selector app, students pay
environment? responding to a question, NT assisted
attention so that they are prepared
with additional guidance.
when called upon to share.

CSTP 3: Organizing Subject I used an interactive notebook insert


Matter Students applied the concept of to assist with note-taking during my
● What actions of the NT
contributed to student The variation of activities and the flip Spanish direct object pronouns lesson. I followed up my lesson with a
assimilation of subject
matter?
books contributed to student through application practice. They video that included a song to
● How did students construct understanding. NT addressed the few self assessed understanding three reinforce my lesson.
knowledge of subject
matter? student misconception with the times via the exit slip activities and I corrected any misconceptions during
● What misconceptions did individual students. also through show-of-hand the exit ticket activities with
students have and how
were they addressed by the activities. individual students as I walked
teacher?
around.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
 
I used an interactive notebook insert
to assist with note-taking during my
lesson. I followed up my lesson with a
video that included a song to
CSTP 4: Learning
The variation of practice activities reinforce my lesson with a visual and
Experiences and instructional techniques (guided audio component. The differentiated
● How were students Student were fully engaged in all
lecture/note taking, video) supported instruction helped support students
supported through activities and individual students
differentiated instruction? students differentiated needs. NT with different learning needs.
● How did students asked specific clarification questions
participate? monitoring of individual students I corrected any misconceptions during
● How did the NT contribute
when needed.
during practice activities allowed her the exit ticket activities with
to student learning?
to address specific questions. individual students as I walked
around which continued to help
student learning for those individual
students that still struggled.

After the last teaching segment of


the lesson (the video), NT asked
student to complete the third part of Students demonstrated achievement
the self-assessment exit slip to through their exit ticket activities and
demonstrate concept understanding. also when asked for a show of hands
Then after the exit slip sentences of how many they got correct after
CSTP 5: Assessing Student Students completed the third part of
were corrected, NT asked for correcting the sentences together as
Learning the self-assessment exit slip to
● How did students show-of-hand understanding. a class.
demonstrate achievement demonstrate concept
Students will also be able to
of lesson objectives? understanding. They also reported
● In what ways did students NT supported student learning demonstrate content knowledge
struggle or demonstrate by show-of-hand how well they
limited understanding? throughout the lesson by monitoring through their homework: rewriting
● What teacher actions
understood at the end of the period.
individual student progress, by sentences using the direct object
contributed to student Few students demonstrated
achievement? providing a variety of examples, and pronouns. Further mastery and
struggling with the concept.
by writing notes and answers on the critical thinking will be demonstrated
board. by creating their own sentences and
then rewriting them using the direct
The homework assignment will object pronouns.
further enable students to practice
the concept.

Section 4: Post Observation Conference


To what degree did students
achieve lesson objectives? Overall, the students’ scores improved 10% after the lesson was reinforced by the video/song.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Esmeralda had language He had some difficulty at


Jacob did not understand the
interference… she struggled a first. He asked individual
To what degree did focus
concept at all. He received a
students achieve lesson little. Her score improved after questions and then seemed to
objectives? 0% on his own, after my
my initial lesson but then her understand it better. With the
lecture, and again after the
score went down after the video reinforcement, his
video.
video. score went up 33%.
What would you do differently
next time? I would give more examples when explaining the material the first time around.
1. Students were engaged throughout the entire lesson.
What were three top Lesson
Strengths? 2. They really tried to improve their scores every time they rewrote their sentences.
3. They were actively participating in correcting the sentences together as a class.

What were three top areas for 1. I did not have enough time to do more practice sentences at the end of my lesson and
improvement?
before the end of class.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
 
2. I would do the exit tickets digitally since they all have iPads, maybe through Google
forms.
3. Maybe I could find more interesting videos to support my lesson.
During the next class, I will apply the same concepts and rules with the Indirect Object
What are next steps? Pronouns. And then, students will be learning how to use both pronouns together in the same
sentence.
Other Comments/Notes

I had to change my 90 minute lesson plan to a 45 minute lesson due to schedule conflicts. I was only able to teach
the first half of the lesson (Direct Object Pronouns). With the time constraint, the students were not able to do in
class practice, instead I had to assign it for homework along with creating their own sentences to demonstrate
content knowledge. After reviewing their homework the next class, they did very well with the new concept. I think
I liked having the two concepts split up on different days. Since we came back from vacation, students did not have
homework to correct before beginning the lesson.
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 6 of 6