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  
Christina  Rothenberg   christinaegeorge@gmail.com   All  Subjects   Second  Grade  
Mentor   Email   School/District   Date  
The  John  Thomas  Dye  
Hayley  Roberts   hroberts@jtdschool.org   10/15/18  
School  
Content  Standard   Lesson  Objectives   Unit  Topic   Lesson  Title  
2.NBT.9  Explain  why  addition  and  subtraction  strategies,  
work,  using  place  value  and  properties  of  operations.    
2.OA.1.  Use  addition  and  subtraction  w ithin  100  to  solve  
one-­‐  and  two-­‐step  word  problems  involving  situations  of  
adding  to,  taking  from,  putting  together,  taking  apart,  and  
comparing,  with  unknowns  in  all  positions,  e.g.,  by  using  
drawings  and  equations  with  a  symbol  for  the  unknown  
number  to  represent  the  problem.  
2.NBT.5.  Fluently  add  and  subtract  w ithin  100  using  
strategies  based  on  place  value,  properties  of  operations,   Addition  and  subtraction  can  be   Bar  modeling  for  addition   Chapter  4.  Using  Bar  Models:  
and/or  the  relationship  between  addition  and  subtraction.  
2.NBT.7  Add  and  subtract  within  1000,  using  concrete   shown  with  bar  models.   and  subtraction.   Addition  and  Subtraction  
models  or  drawings  and  strategies  based  on  place  value,  
properties  of  operations,  and/or  the  relationship  between  
addition  and  subtraction;  relate  the  strategy  to  a  w ritten  
method.  Understand  that  in  adding  or  subtracting  three-­‐
digit  numbers,  one  adds  or  subtracts  hundreds  and  
hundreds,  tens  and  tens,  ones  and  ones;  and  sometimes  it  
is  necessary  to  compose  or  decompose  tens  or  hundreds.    
CC.K-­‐12.MP.4.  M odel  w ith  m athematics.  

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  and   Skills  are  applied  as  NT  makes  increased   Skills  are  refined  as  NT  combines   Skills  are  polished  as  NT  expands  ability  
just  coming  into  prominence   examines  pedagogical  practices     relevant  and  suitable  use  of  pedagogical   elements  into  a  cohesive  and  unified   to  add  new  methods  and  strategies  into  
choices   pedagogical  repertoire   pedagogical  repertoire    
CSTP   Element   Initial  Rating   Rating  Description  (Identify  both  teacher  and  student  rating  for  CSTP  1  and  2.)  
T-­‐Integrates  rigor  throughout  the  learning  environment  that  
values  accuracy,  analysis,  and  critical  reading,  writing,  and  
thinking.  
Creating  a  rigorous  learning  
T-­‐ Holds  high  expectations  for  students.  Has  an  understanding  of  
environment  with  high  expectations  
2.4   Integrating/Applying   achievement  patterns,  and  uses  scaffolds  to  address  
and  appropriate  support  for  all  
S-­‐  Applying   achievement  gaps.  
students.  
S  –  Students  engage  in  a  variety  of  differentiated  supports  and  
challenges  in  ways  that  promote  their  accuracy,  analysis,  and  
problem  solving  in  learning.    
Begins  to  encourage  students  to  establish  learning  goals  through  
single  lessons  or  sequence  of  lessons  that  include  goal-­‐setting  
Involving  all  students  in  self-­‐
exercises.  
5.5     assessment,  goal-­‐setting,  and   Exploring  
Provides  students  with  opportunities  in  single  lessons  or  
progress  monitoring.  
sequence  of  lessons  to  monitor  their  own  progress  toward  class  
or  individual  goals.    
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.  
• How  will  providing  additional  support  and  practice  for  students   Christina  has  intentionally  chosen  these  questions  as  
through  the  use  of  engaging  math  apps,  as  well  as  student  self-­‐ they  frame  her  primary  goals  for  her  lesson.  Christina  
assessment  and  goal  setting,  improve  student  performance?   is  excited  to  begin  integrating  self-­‐assessment  
Inquiry  Focus/Special  Emphasis    
• What  is  your  inquiry  focus  and/or  special  emphasis?   • After  taking  the  pre-­‐test  and  before  beginning  the  new  unit,  we   practices  into  Math  (and  possibly  other  subject  areas)  
• How  will  you  incorporate  the  inquiry  focus  and/or   will  review  the  chapter  objectives  and  complete  self-­‐assessment   to  enable  her  to  develop  a  deeper  understanding  of  
special  emphasis  into  the  lesson?   and  set  personal  goals.     her  students.  During  many  of  our  discussions  this  
• What  specific  feedback  do  you  want  from  your  ME?  
• I  would  like  to  find  a  way  to  make  the  self-­‐assessment  piece   trimester,  Christina  is  consistently  trying  to  develop  
more  meaningful  and  engaging  to  get  students  more  invested  in   her  capacity  to  meet  the  needs  of  all  learners  in  her  
the  process.     class.  Christina  plans  to  use  the  self-­‐assessment  data  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 1 of 5  
 to  plan  rich  and  engaging  learning  experiences  for  all  
levels  of  learners  in  her  math  class.  With  this  
information,  she  hope  to  be  able  to  choose  math  apps  
that  will  provide  the  maximum  support  or  have  great  
impact  on  the  learning  experience  within  this  math  
unit  on  bar  modeling.    
Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
Student  benefits  from  explicit  vocabulary  
instruction.  When  introducing  new   Student  benefits  from  explicit  
vocabulary,  we  will  show  examples,   vocabulary  instruction.  When  
provide  a  word  wall  of  new  vocabulary   introducing  new  vocabulary,  we  will  
Focus  Students   Student  benefits  from  explicit  vocabulary  
with  pictures,  and  regularly  revisit   show  examples,  provide  a  word  wall  of  
• Summarize  critical  needs  and   instruction.  When  introducing  new  vocabulary,  we  
vocabulary  in  context.   new  vocabulary  with  pictures,  and  
how  you  will  address  them   will  show  examples,  provide  a  word  wall  of  new  
during  this  lesson.   Student  also  needs  repeated  exposure  to   regularly  revisit  vocabulary  in  context.  
vocabulary  with  pictures,  and  regularly  revisit  
concepts  as  well  as  additional  support   Student  also  needs  additional  support  
vocabulary  in  context.    
reading  word  problems  and  instructions.   reading  word  problems  and  
Teachers  will  read  test  to  her  privately,   instructions.  Teachers  will  read  test  to  
and  provide  additional  support  with   him  privately.  
reteaching  new  information.    
Through  self-­‐assessment  and  a  pre-­‐unit  test,  you  will  
begin  to  develop  a  greater  understanding  of  where  
these  focus  students  are  currently  in  their  
understanding.  The  traditional  approach  of  pulling  
them  from  the  group  for  small/one  on  one  support,  
How  best  to  engage  and  support  them  during  a  lesson  if  they  fall  
• What  specific  feedback  regarding  your  focus   can  be  an  effective  tool,  but  I  believe  that  the  
behind  the  rest  of  the  students,  besides  pulling  them  from  the  
students  do  you  want  from  your  ME?   introduction  of  math  apps  tailored  to  the  student  
group  for  small/one  on  one  support.    
needs  could  also  be  used  to  personalize  their  
experience  both  at  home  and  in  school.  For  these  
students,  you  may  like  to  use  the  self-­‐assessment  tool  
during  the  unit  (maybe  even  weekly)  to  establish  a  
connection  with  them  as  a  learner.    
When  implementing  the  self-­‐assessment  tool,  I  
believe  that  the  ‘one  teach,  one  support’  model  will  
be  effective.  This  is  to  ensure  that  when  
Specific  Feedback   implementing  this  tool,  there  is  one  clear  voice  
What  are  the  most  effective  co-­‐teaching  strategies  for  this  type  of  
• What  additional  specific  feedback  do  you  want  from   sharing  the  reason  why  they  are  completing  the  tool  
your  ME  regarding  lesson  implementation?   lesson?  
and  how  it  will  help  both  them  and  the  teachers  
during  this  unit.  The  supporting  teacher  will  be  able  to  
reinforce  the  message  you  are  sharing  and  ensure  
that  all  students  are  able  to  access  this  tool.    
• This  is  a  two-­‐week  unit  on  bar  modeling  in  addition  and  
subtraction  situations.  Before  the  lesson  is  introduced,  students  
will  complete  a  self-­‐assessment  based  on  their  comfort  and  
prior  knowledge  of  bar  modeling.  Each  day,  the  class  will  have  a  
This  is  a  clear  outline,  demonstrating  a  good  
whole  group  lesson  around  bar  modeling,  then  will  break  into  
Instructional  Planning   understanding  of  the  teaching  models,  groupings  and  
small  groups  to  work  with  a  teacher,  work  on  apps,  and  work  in  
• How  is  the  lesson  structured  (opening,  body,  and   how  the  learning  will  progress  across  the  2  weeks.    
closing)?   workbook.    
From  looking  at  the  lesson  plan,  Christina  will  also  use  
• What  varied  teaching  strategies  and  differentiated   • Lessons  will  be  taught  whole  group,  small  group,  one-­‐to-­‐one.  
instruction  will  help  students  meet  lesson  goals?   technology  intentionally  throughout  the  unit  and  use  
Students  will  work  with  physical  bar  models  made  of  
• What  progress  monitoring  strategies  will  be  used?   a  mid-­‐unit  check-­‐in  assessment  to  ensure  she  has  a  
How  will  results  inform  instruction?   construction  paper,  they  will  draw  bar  models  on  paper  and  
grasp  of  where  all  her  learners  are  in  the  learning  
white  boards,  and  use  manipulatives.    
journey.      
• Teachers  will  review  classwork  and  homework,  work  with  small  
groups  to  gather  informal  data,  and  monitor  students  working  
on  apps.  Teachers  will  use  this  information  to  create  small  
groups  and  provide  appropriate  practice.    
Ensuring  that  students  understand  how  bar-­‐modeling  
can  be  used  in  the  real  world  will  bring  relevance  to  
Student  Engagement/Learning     this  lesson  and  unit  as  a  whole.  Christina  and  rthe  co-­‐
• How  will  you  make  the  lesson  relevant  to  all  the   • This  unit  uses  real  world  word  problems.  
teacher  will  be  checking  in  with  students  throughout  
students?   • Students  will  show  mastery  through  app  work,  homework,  and  
• How  will  students  show  progress  towards  master  of   the  lesson.  They  will  pay  greater  attention  to  the  
classwork.    
lesson  objectives?   students  highlighted  after  the  pre-­‐assessment  test  
and  those  (if  any)  who  demonstrated  a  lack  of  
confidence  during  the  self-­‐assessment  process.    
• Teachers  will  check  in  with  students  frequently,  and  spend  time  
working  with  all  students  in  small  groups.  Students  will  have  
Classroom  Management   I  believe  the  lesson  plan  is  intentionally  planned  to  
chances  to  share  their  work  with  classmates  to  show  what  they  
• How  will  you  maintain  a  positive  learning   provide  students  with  maximum  adult  support.  Both  
environment  with  a  welcoming  climate  of  caring,   know,  and  take  pride  in  their  work.  
teachers  will  use  similar  re-­‐directional  language.    
respect,  and  fairness?   • Before  getting  into  small  groups  for  app  work,  teachers  will  set  
• Identify  specific  classroom  procedures  and   Providing  clear  instructions  prior  to  independent  
out  procedures  for  center  and  independent  work  time,  what  
strategies  for  preventing/redirecting  challenging   practice  will  be  important  to  launch  students  
behaviors.       games  to  use  on  the  apps,  and  what  to  do  if  students  have  a  
successfully.    
question  or  need  help.    
• Teachers  will  monitor  students  as  they  are  working  to  help  keep  

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 2 of 5  
 them  on  task.  Teachers  will  give  reminders  to  students  who  
need  help  staying  on  task.    
Closure   Using  ‘problem  of  the  lesson’  as  an  exit  ticket  will  
• Each  lesson  will  end  with  a  problem  of  the  lesson  for  students  
• How  will  you  close  your  lesson?       provide  important  information  about  progress  
to  solve  and  explain  to  a  partner.    
• How  will  you  assess  student  learning  and  prepare   towards  mastery,  or  whether  further  support  is  
them  for  the  next  lesson?   • Teacher  will  monitor  during  this  time  to  insure  understanding.    
needed.    
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  w orksheet  questions  that  included  all   Students  completed  the  w orksheets  and  were  able  to  ask  
EXAMPLE   When  teacher  reviewed  worksheet,  she  asked  additional  questions  
levels  of  Bloom’s  (“Identify  6  problem-­‐solving  strategies;  pick  two   questions.  M ost  groups  needed  revisions  for  their  questions;  
CSTP  1:  Engaging  All  Students     of  analysis  and  evaluation  (“which  problem-­‐solving  strategy  do  you  
strategies  and  identify  at  least  one  similarity  and  one  difference   comparison/contrast  was  the  m ost  common  analysis  
• In  what  ways  were  students   prefer?  How  could  you  create  a  m ath  problem  that  could  be  solved  
between  them”).    Groups  then  selected  a  strategy  and  created   question.    I  need  to  give  them  a  Bloom’s  question  stems  
engaged?       with  this  strategy?”)    
two  m ath  problems  to  exchange  tomorrow.     handout  next  time.  

Students  were  successful  during  the  

lessons  that  I  observed.  The  co-­‐teaching  
Christina  employed  a  co-­‐teaching  model   model  used  allowed  support  to  all  
Specific  Feedback  
• What  information  can  you   where  she  led  the  lesson,  but  the  second   students  who  required  it.    
 
provide  the  NT  regarding   adult  worked  with  a  small  group  to  re-­‐ Students  who  needed  extra  challenge,  
requested  special  feedback?  
teach  the  main  concept.     were  able  to  access  this  through  the  
computer  programs  chosen  –  Thinking  
Blocks  and  ST  Math.    
Most  students  were  highly  engaged.  
Students  were  fully  engaged  at  all  times.   Students  were  able  to  contribute  to  the   Very  few  needed  help  during  self-­‐
CSTP  1:  Engaging  All  Students     Christina’s  expectations  and  directions   beginning  of  their  learning  journey  in   assessments  and  the  independent  
• In  what  ways  were  students   were  very  clear,  setting  the  students  up   this  unit  by  competing  a  self-­‐ practice  on  the  computers.    
engaged?    How  were  students  
not  engaged?   to  be  successful  during  independent   assessment.  Christina  also  allowed  time   I  checked  in  more  frequently  with  
• How  did  students  contribute  to   practice.     within  the  lessons  for  reflection  and   the  focus  students  than  with  others.  
their  learning?      
• How  did  teacher  and/or  students   Christina  monitored  learning  by  moving   discussion.     Focus  students  needed  more  check  
monitor  learning?   around  the  classroom  during  the  lesson   The  three  focus  students  were   ins  and  help  on  independent  
• How  were  the  focus  students  
engaged  and  supported   and  also  checking  on  progress  using  the   intentionally  monitored  by  Christina  to   practice.  Worked  with  small  groups  
throughout  the  lesson?   teacher  dashboard  for  ST  Math  (Online   ensure  that  they  were  supported  and   of  students,  including  the  focus  
platform).     successful  during  lessons.     students,  to  review  information  they  
were  struggling  with.    
Students  enthusiastically  participated  in   Students  participated  in  class  
The  structure  of  the  lesson  allowed  for   all  aspects  of  the  lesson  as  the   discussion  at  the  beginning  of  the  
movement  from  the  desk  to  the  carpet,   expectations  were  clear,  they  could  be   unit.  They  all  were  eager  to  share  
nd
CSTP  2:  Effective  Learning   and  the  pace  of  the  lesson  kept  these  2   successful  during  the  whole  class  and  
Environment  
their  work  during  lessons.  At  unit  
graders  fully  engaged.     independent  practice  elements  of  the  
• How  did  students  and  teacher   introduction,  many  students  
contribute  to  an  effective   Christina  carefully  chose  tech-­‐based   lessons.    
learning  environment?   applications  that  would  excite  the   Using  a  self-­‐assessment  tool  provided   shared  how  they  would  solve  
students,  but  also  support  and  challenge   students  with  the  opportunity  to  ‘own’   problems  using  pictures,  as  we  
their  thinking  when  required.     their  current  learning  and  set  goals  for   brainstormed  different  ways  
the  future.     before  introducing  bar  models.    
It  was  really  neat  to  see  how  
many  ideas  the  students  had  
about  drawing  pictures  to  
represent  large  number  in  the  
introduction.    
Throughout  the  unit  and  the  
Christina  planned  the  lesson  to  be  paced   introduction  of  new  bar  models  
CSTP  3:  Organizing  Subject  
Students  had  some  initial  
effectively  involving  students  voice  and   for  different  types  of  lessons,  
Matter   misconceptions  regarding  how  bar  
choice,  along  with  visual  representations   students  had  a  difficult  time  
• What  actions  of  the  NT   modeling  worked,  and  how  it  could  be  
contributed  to  student   of  bar  models  to  meet  the  needs  of  all  
assimilation  of  subject  matter?   used  to  solve  a  math  problem.  But   identifying  which  bar  model  to  
learning  styles.    
• How  did  students  construct   these  were  addressed  as  Christina  laid   draw.  For  example,  students  had  
knowledge  of  subject  matter?   Christina  had  anticipated  students’  
• What  misconceptions  did   out  a  set  of  problems  that  progressed  in   a  difficult  time  deciding  between  
misconceptions  and  had  resources  ready  
students  have  and  how  were   a  manner  that  supported  their   a  bar  model  that  represented  
they  addressed  by  the  teacher?   to  support  the  development  of  student  
understanding.    
thinking  if  required.     joining  or  taking  away  sets,  
versus  using  a  bar  model  for  
comparing  sets.  As  the  unit  
progressed  we  had  many  
conversations  about  which  to  use  
in  each  situation.    
Many  students  were  still  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 3 of 5  
 struggling  with  regrouping  in  
addition  and  subtraction  
situations,  as  this  was  still  a  
relatively  new  concept  as  well.    
Some  students  also  had  a  difficult  
time  when  reading  the  word  
problem,  deciphering  if  it  should  
be  an  addition  or  subtraction  
problem.    

Students  were  not  aware  of  the   Students  received  information  in  
The  programs  chosen  –  ST  Math  and  
differentiated  learning  activities  as  the   a  whole  group  setting  and  then  
CSTP  4:  Learning  Experiences   Thinking  Blocks,  had  differentiation  built  
programs  chosen  to  adapt  to  the  needs  
• How  were  students  supported  
into  them  to  allow  students  to  work  at   were  often  broken  into  small  
through  differentiated   of  the  students.  
instruction?   their  independent  levels.     groups  or  pulled  individually  to  
• How  did  students  participate?   Students  participated  enthusiastically.    
Students  participated  efficiently  in  both   work  on  regrouping.  This  seemed  
• How  did  the  NT  contribute  to   Students  felt  comfortable  to  approach  
student  learning?   of  the  observed  lessons  as  they  were   to  be  the  biggest  challenge  for  
both  teachers  when  they  needed  
working  at  appropriate  levels  and  pace.     students.    
redirection  or  support.    

Throughout  the  unit,  students  

were  given  multiple  
opportunities  to  show  the  
teachers  what  they  know.  We  did  
a  lot  of  work  in  whole  group  and  
small  group  settings  where  
students  could  practice  drawing  
bar  models  on  white  boards.  
There  were  many  discussions  
Some  students  found  bar  modelling  
Students  were  able  to  demonstrate   about  what  bar  model  to  use  and  
challenging  as  it  was  a  new  concept.  
CSTP  5:  Assessing  Student   mastery  of  lesson  objectives  during  a   how  it  should  look.  Teachers  had  
Learning   The  assessment  data  collected  by  
whole  group  discussion,  in  1:1   opportunities  in  this  way  to  
• How  did  students  demonstrate   Christina  allowed  her  to  plan  
conversations  with  teachers  and  through  
achievement  of  lesson  
differentiated  activities  for  future   correct  any  misconceptions.    
objectives?   the  online  tracking  option  within  ST  
• In  what  ways  did  students   lessons  within  the  unit.     Some  students  had  a  difficult  
struggle  or  demonstrate  limited   Math.    
Christina’s  thoughtful  questioning  was   time  identifying  which  bar  model  
understanding?   Teacher  planned  the  lesson  and  
• What  teacher  actions   positive  in  approach  and  carefully   to  draw  for  which  type  of  
contributed  to  student   assessment  opportunities  to  ensure  she  
prompted  students  to  solve  the   problem.  Many  students  
achievement?   was  fully  aware  of  student  achievement  
problem,  verses  leading  them  to  the  
during,  and  after  the  lesson.     expressed  frustration  or  anxiety  
answer.      
during  review  sessions.  We  
practiced  reading  the  word  
problems,  picking  out  the  
important  information,  and  
writing  word  problems  before  
the  bar  models  to  show  they  
knew  how  to  solve  the  problems.  
This  helped  some  students  then  
identify  the  bar  model  types.      
Section  4:  Post  Observation  Conference  
To  what  degree  did  students   Most  students  did  a  good  job  with  this  unit.  After  analyzing  test  data,  most  students  understand  bar  modeling  
achieve  lesson  objectives?   and  how  to  use  this  strategy.  The  biggest  struggle  with  this  unit  all  around  was  regrouping.    
Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
Student  scored  16/28  on  the  
Student  scored  20/28  on  the  final  
unit  test.  He  struggled  most  
exam.  Her  biggest  struggle  with  
Student  scored  26/28  on  this  test.   with  the  regrouping  in  addition  
To  what  degree  did  focus   this  unit  was  regrouping  in  
students  achieve  lesson   Student  missed  a  problem  with  multiple   and  subtraction  situations,  and  
objectives?   addition  and  subtraction  
steps.  He  showed  mastery  of  bar   with  the  multi-­‐step  problems.  
situations.  She  showed  mastery  
modeling  and  regrouping.       He  showed  mastery  of  the  bar  
of  the  bar  modeling  concept.  
modeling  concept.  Student  
Student  had  the  test  read  to  her.    
had  the  test  read  to  him.    
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 4 of 5  
 Next  year,  I  would  like  to  do  more  intensive  practice  of  regrouping  in  conjunction  with  this  unit.  I  think  that  
What  would  you  do  differently  
next  time?   students,  overall,  showed  mastery  of  the  bar  modeling.  The  biggest  struggle  for  students  was  regrouping,  and  
reading  the  problems  very  carefully  to  identify  multi-­‐step  problems.    
• I  think  the  students  were  highly  engaged  in  class  whole  group  discussions  and  small  groups.  
What  were  three  top  Lesson   • Classroom  management,  especially  during  technology  use.  
Strengths?  
• Technology  integration  was  purposeful  and  did  support  students  at  various  levels.    
 
• Purposeful  placement  of  students  into  small  groups  to  reteach  and  review  regrouping.  
• More  purposeful  division  of  responsibilities  with  co-­‐teacher  and  how  to  best  utilize  co-­‐teaching  model  
What  were  three  top  areas  for  
improvement?   in  math  lessons  with  whole  group  and  small  group  design.  
• More  opportunities  for  students  to  use  the  thinkingblocks.com  games  throughout  the  day  and  unit  –  
may  do  work  during  the  day.    
We  will  continue  to  provide  support  to  students  on  practicing  regrouping.  We  will  also  continue  to  provide  
What  are  next  steps?  
review  of  bar  modeling  in  preparation  for  an  additional  bar  modeling  unit  in  the  spring.    
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 5 of 5