PS2.B: Types of
Interactions:
PS2.B: Types of
Interactions:
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
Specific Feedback
- I have not seen a lesson structured like
Do you have any additional suggestions to help me
What additional specific feedback do you want this before, so I have no suggestions
from your ME regarding lesson implementation? better implement this lesson?
beforehand.
The lesson opens with a quick write: Quick
write= What will happen if I put the two
“North” poles of magnets next to each
other? - Do you always utilize quick writes
The body of the lesson is structured so to begin class? They are helpful,
partners communicate and listen to each but have you considered having
Instructional Planning other to get a complex reading finished. the students answer using
How is the lesson structured (opening, body, and
technology like answer garden?
closing)? The lesson closes with an exit ticket.
What varied teaching strategies and differentiated Just a thought.
instruction will help students meet lesson goals? Teaching strategies of visuals, repeated
What progress monitoring strategies will be used? - The body of the lesson looks very
How will results inform instruction? directions, strategic partnering, and interesting, but I like how you
chunking of directions for SPED will help structured it.
all students meet lesson goal. Great use of visuals in the document to
Progress monitoring strategies: thumbs help students work together to read.
up/down when explaining directions,
giving think time, walking around the
room and checking progress.
- This lesson is relevant because we are
learning about magnets in the classroom.
The students also realize that magnets help - I like how you can monitor
Student Engagement/Learning make their Chromebooks work, and magnets progress with specific phrases
How will you make the lesson relevant to all the are naturally occurring. and jumping jacks, clever.
students?
How will students show progress towards master of The students will show progress toward mastery by Consider the relevance of how Earth’s
lesson objectives?
reading specific phrases to their partners, and also by magnetic fields are also used to navigate
completing jumping jacks at one point in the lesson with (by animals and compasses).
(together) and by praising and fist bumping their
partners.
- I maintain a positive learning environment by
greeting all students at the door with a hi-
five to welcome them to learn.
- To be maintain the caring and the fairness,
we have posted classroom rules which we all - I have seen you greet students at
follow. I also check in and support students the door and this is a great way
Classroom Management
How will you maintain a positive learning who need more support (behaviorally) when to build rapport and welcome
environment with a welcoming climate of caring, necessary. students into the learning
respect, and fairness?
Identify specific classroom procedures and - Procedures for challenging behavior: verbal environment.
strategies for preventing/redirecting challenging
behaviors.
warning, proximity warning (tap on shoulder The students would benefit from having
or desk), constant encouragement to this posted as a visual in your classroom, is
redirect, write name on the board, add check this posted?
mark to name, at the second check mark
student steps outside for private check-in
with teacher and further action.
- The lesson closes with a brief question and - From seeing your lesson plan, you
answer opportunity with the teacher and might run out of time for your
then with an exit ticket on Edulastic. exit ticket. If this happens,
Closure
How will you close your lesson? I will assess student’s learning using the results from consider giving your exit ticket as
How will you assess student learning and prepare the Edulastic exit ticket and prepare them for the next an “entrance” ticket the following
them for the next lesson?
lesson based on the results. (IE: I could review next lesson to assess learning and
lesson before we begin for longer if I see students are adjust instruction.
struggling)
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
In what ways were students How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and question. I need to give them a Bloom’s question stems
engaged? strategy?”)
created two math problems to exchange tomorrow. handout next time.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
We barely squeezed the exit
CSTP 5: Assessing ticket in at the end of the lesson.
Student Learning Completed partner assignment In the future, to gather data to
How did students
demonstrate Teacher supported when differential with questions, reading, and demonstrate student
achievement of lesson
objectives? instructions or support was needed, such multimedia evidence. learning/mastery I would use the
In what ways did students as reading directions again for students Demonstrated knowledge of NGSS exit ticket as an entrance ticket
struggle or demonstrate
limited understanding? or redirecting their focus. standard as well as providing the following day. I think I would
What teacher actions
contributed to student evidence to support reasoning. have gotten better results if I had
achievement? given the student’s more time to
finish the exit ticket.
Section 4: Post Observation Conference
To what degree did students The student’s achieved the lesson objectives well. They scored an average of 85% on the exit ticket, which
achieve lesson objectives? surpassed my original expectation/goal for the student’s. (My original goal was 80%).
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student did not quite reach the This student was very focused
learning objective goals for this lesson. during the lesson, and I
To what degree did focus They were rather distracted, even with This student, was present the attribute this to 2 factors: 1.
students achieve lesson my mentor teacher in the room, and they day before class and the day of Having my mentor teacher in
objectives?
did not quite finish in the allotted time. class so they did very well! They the room. 2. They were was
Their exit ticket score is 75%. To help scored 100% on the exit ticket. engaged with the lesson. They
them improve I am going to pull them for scored 100% on the exit ticket,
a mini-lesson in the upcoming weeks. I am happy to report.
Next time to improve the lesson, I am going to model the lesson expectations using myself and another student.
What would you do differently
next time? The lesson is, initially, confusing to figure out and I think I could have done a better job modeling my
expectations.
What were three top Lesson Top 3 lesson strengths: 1. Engaging for my students. 2. The article they had to read was relevant. 3. Overall, the
Strengths? student’s enjoyed this lesson format.
Top 3 areas for improvement: 1. I should have modeled the lesson activity. 2. I should have posted a list of
What were three top areas for
improvement? “winners” from previous class periods to better motivate students. 3. I should not have rushed to squeeze the
exit ticket in, and instead can use it as an entrance ticket for the next day.
My next steps are to continue to work on teaching my student’s active reading skills as we continue in our unit
What are next steps?
on magnets.
Other Comments/Notes
N/A
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.
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