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Fullerton Online Teacher Induction Program

Pre/Observation/Post 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:
9. 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
Megan Gabler Runnells mrunnells@holyfamilyk8.org ELA 6
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and
organize the reasons and
evidence clearly.
Students will be able to
CCSS.ELA-LITERACY.W.6.1.B
identify claim and use
Support claim(s) with clear Power of Persuasion: Should there
various argument Argument writing
reasons and relevant evidence, be laws for texting and walking?
techniques to support a
using credible sources and
researched topic.
demonstrating an
understanding of the topic or
text.

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 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
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Students will use their understanding of the content through their
Connecting subject matter to
1.3 3 research and analysis of argument writing, as well as oral
meaningful, real-life contexts
communication.
Using a variety of instructional Students will develop understanding of the topic by sharing evidence
strategies, resources, and to show support for the topic during the writing process via
1.4 3
technologies to meet students’ Chromebooks. Students will have an opportunity to share their
diverse learning needs evidence and support through an oral presentation/debate.
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.
My focus for this lesson is to expose the
students to the various examples of
argument/persuasive writing and have them
purposefully use techniques in their writing. The
lesson will introduce argument techniques,
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
allow students time to interact with identifying What examples will you use? Make sure to use
 How will you incorporate the inquiry focus and/or them through guided practice, and then have a few different levels of examples so students
special emphasis into the lesson?
 What specific feedback do you want from your ME? groups analyze articles to develop support may compare levels of argument writing.
(claim) for the topic researched. The groups will
share support through evidence shared during a
formal class debate. I am interested in hearing
feedback on how to deepen the lesson topic for
applying to their writing, as well as giving
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
opportunities for improvement of their
understanding.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
 Summarize critical needs and how
you will address them during this Jacob Avelar Cate Montenaro Samantha Juarez
lesson.

You could have students work in groups to


Once the activity is presented, how can I
 What specific feedback regarding your focus students write a persuasive writing during guided
do you want from your ME? provide growth opportunities for students who
practice. Then, have each group share, while
may have missed out on the concept?
teacher provides feedback.
Create an exit ticket type of response, such as
Specific Feedback
How can I help structure the activity so I can see
having students respond to a persuasive
 What additional specific feedback do you want from how each student in the group is understanding
your ME regarding lesson implementation? example or have them complete the reasons for
of the content?
a argumentative starter.
The lesson will begin with frontloading by the
teacher reviewing student knowledge of the
opinion/argument writing, as well as giving
examples from various sources. Then, students
will be guided through a lesson from our Excellent start to determine each student’s
Grammar for Writing textbook, defining the engagement and prior knowledge on this
Instructional Planning content. Following the text, the students will topic. Sharing examples, defining the content,
 How is the lesson structured (opening, body, and
closing)?
watch a BRAINPOP video on the fact & opinion. using audio visuals are all strong tools to
 What varied teaching strategies and differentiated Following the video, students will have guided structure the lesson. In addition, monitoring
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? practice samples, identifying the various and usage of student reflection is a good
How will results inform instruction? techniques of persuasion, taking a whole-group practice to understand where they are at and
quiz. The monitoring will happen during the what they have understood from your
lesson and whole group quiz as students teaching.
volunteer answers and participate in the lesson.
If participation reflects lack of understanding,
teacher will give guide students through
examples from articles for more practice.
Relevant examples from commercials,
advertisements, and non-fiction articles and
student writing will be shared to show the
importance of persuasion/opinion in
I think it is a great idea to use relevant topics
argumentative writing. The independent
for the students to read. If you are able to find
Student Engagement/Learning practice activity will be introduced, debates on

age appropriate articles to show
How will you make the lesson relevant to all the distracted walking laws. Students will receive
students? opinion/argument examples, it will make the
 How will students show progress towards master of guidelines, example, and rubric; this will be read
lesson objectives? lesson more meaningful. Also, BrainPOP is now
aloud in class, including the sample article from
connected to NewsELA and they have a huge
Scholastic. Students will show evidence of
resource of on-line articles, too.
mastery as they work in groups to achieve the
activity goal – analyzing 2 nonfiction articles,
identifying argument techniques, and
establishing powerful argumentative evidence.
During the analyzing and writing process, I will
check in with each group as they are developing
their ideas. I will review notes, outlines, and
Google Docs is a good way to keep track of
Classroom Management opinion development before writing begins to
 How will you maintain a positive learning student work during and after the process.
environment with a welcoming climate of caring, ensure groups have the initial goal in mind. I will
respect, and fairness? Having the students work in a group with

assign roles to help groups stay focused. Also, I
Identify specific classroom procedures and strategies assigned roles can be a productive way to track
for preventing/redirecting challenging behaviors. will have students share rough drafts of their
their progress.
analysis with me via Google Docs, so I may
provide comments and feedback during the
writing process.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
The lesson will conclude with the groups
Closure presenting their evidence during a formal class
 How will you close your lesson?
 How will you assess student learning and prepare
debate. Students will demonstrate knowledge
them for the next lesson? as participate in the debate and articulate their
support for one side or the other.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
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 Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
 In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Allow for a class period to go by so


Specific Feedback you can read and evaluate the exit
 What information can you
Created an exit ticket on Google
Filled out the exit ticket and tickets to check for understanding
provide the NT regarding forms to quickly assess their
requested special submitted. rather than moving on immediately.
feedback? understanding of argument writing.
(Realizing schedule may not allow for
this)

CSTP 1: Engaging All


At the end of the instructional
Students The students were engaged from
 In what ways were students planning there were few students
engaged? How were the beginning. Brain pop caught They enjoyed the video clip from
who struggled to determine or
students not engaged? their attention and allowed them to Brainpop and the skills that it
 How did students contribute articulate the difference between
to their learning? focus on the skill. Walking around allowed them to explore. They were
 How did teacher and/or fact and opinion. They were also
students monitor learning? and checking in showed them to be engaged and interacting with the
 How were the focus
able to apply fact & opinion to the
involved in their discussion after activities assigned on Brainpop.
students engaged and task or writing and expressing
supported throughout the watching the video clip.
lesson? persuasion on a topic.

The students easily got in their


The seating in groups allowed them
groups the teacher had assigned. The environment is very conducive
CSTP 2: Effective Learning to contribute to discussion. In
Environment They had their supplies, including a for grouping and learning. The
 How did students and addition the individual
Chromebook. One student had to teacher has created a very inviting,
teacher contribute to an Chromebooks facilitated them to
effective learning move closer to the outlet but they safe, and flexible learning
environment? work independently when
knew how to solve their dilemma environment.
interacting with Brainpop.
very easily.
CSTP 3: Organizing
Subject Matter Using Brianpop was a huge success
 What actions of the NT I would suggest continuing to use
contributed to student to allow the students to have an By watching this video, I saw
these multiple audio-visual websites
assimilation of subject optional teaching method from giggles, smiles, and the A HA
matter? that our school has begun to look
 How did students construct Mobey. This allowed them to be a moment truly click and when she
knowledge of subject into to peck their interest to allow
matter? bit silly and see it from another asked for feedback it was very
 What misconceptions did
them to comprehend the topics
point of view other than their strong.
students have and how taught.
were they addressed by teacher.
the teacher?

The students received articles both


digitally and on paper. The article
CSTP 4: Learning Putting them in homogeneous The delivery was strong and most of
Experiences content was the same but the
 How were students
grouping which allowed for deeper the students didn’t realize their
students received their article
supported through conversation into discovering what article was different. Suggestion I
differentiated instruction? based on two different reading
 How did students is persuasion/arguments and how gave was to possibly put in Lexile
participate? Lexile levels. NewsELA allows to
 How did the NT contribute
they complement their writing. grouping just to read orally the
look up multiple editions of the
to student learning? article.
article to fulfill the topic
understanding.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
The students showed their
CSTP 5: Assessing Student A suggestion would be to possibly
Learning They demonstrated their understanding by working together
 How did students stop them mid-way and read what
understanding by responding to on their task/ concept of breaking
demonstrate achievement they had so fa either aloud or by
of lesson objectives? questions, through their whole down an argument by stating the
 In what ways did students checking on their drive typing.
struggle or demonstrate group quiz, and working together to facts and separating them from
limited understanding? Check in on their Hook statement,

analyze two nonfiction articles to their opinions. This allowed them to
What teacher actions opinion statement and their
contributed to student identify the arguments build their argument for their
achievement? declaration of their argument.
writing.

Section 4: Post Observation Conference


To what degree did students The majority of the students in the class (85%) of the class were able to keep up with the pacing of the lessons,
achieve lesson objectives? as well complete lesson tasks.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives? Samantha Juarez Julia Libudjiewski Carlos Montiel

What would you do differently I would allow for 1-2 days to work on the writing component, so the students may carefully work on following
next time? the objective.
What were three top Lesson
Strengths? Reading through the sample articles, class debate, and connections with media (BrainPop) were the strengths.

What were three top areas for I will make sure to organize students into smaller groups (3), provide 2-3 more sample articles, and offer
improvement? quicker feedback on student work.

What are next steps? Work with students to model persuasive writing in other subject areas

Other Comments/Notes

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 4 of 4