Mentor Teacher_____Sheryl Saxton_____ Student Teacher ________Whitney Hogenson________ Date of lesson______________December 2-3 2013____________________ Profile of Effective Mathematics Instruction

Rubric
Mentor Teacher: Please circle the level at which you feel the student teacher demonstrated their ability to teach the lesson. Please add any notes you feel will clarify your choice of level on the rubric

Instructional Indicator
Classroom management Encourage appropriate behavior to aid instruction Smooth, fast transitions between activities Instructional materials prepared and easy to locate Material distribution system in place Establishes an environment where students feel comfortable asking for help, seeking solutions, and learning from mistakes.

4
Class is on task and actively participating in appropriate ways on a consistent basis. x

3
Class is usually on task and actively participating in appropriate ways on a consistent basis.

2
Class is sometimes on task and actively participating in appropriate ways on a consistent basis.

1
Many students are not on task or not participating.

White boards, talking with their partners, and using a manipulative Engaging students through student centered learning Invitation to learn (grabber) Uses a variety of learning Majority of time spent on interactive instruction Problem based learning Consistently provides problem solving situations and encourages alternative approaches and extensions to a given problem x Frequently provides problem solving situations and encourages alternative approaches and extensions to a given problem. Occasionally provides problem solving situations and encourages alternative approaches and extensions to a given problem. Rarely provide problem solving situations and encourages alternative approaches and extensions to a given problem.

Choose your own way to solve this problem

Mathematical Communication Helps students make connections from concrete/pictorial to the abstract Create a language rich classroom (written and verbal). Models and encourages correct mathematical language.

Consistently facilitates students communication and justification of mathematical ideas using correct terminology. x TURN AND TALKS

Usually facilitates students communication and justification of mathematical ideas using correct terminology.

Occasionally facilitates students communication and justification of mathematical ideas using correct terminology.

Rarely facilitates students communication and justification of mathematical ideas using correct terminology.

Questioning and Feedback to students Provides immediate, specific, and positive feedback Effective questioning strategies to engage all students Used as a tool to increase students depth of understanding Dignifies errors and uses the opportunity to direct misconceptions Provides adequate think and wait time Asks higher level thinking questions

Consistently checks for understanding by using a variety of questioning strategies that allow for think and wait time while calling on a variety of students. x

Frequently checks for understanding by using a variety of questioning strategies that allow for think and wait time while calling on a variety of students.

Occasionally checks for understanding by using a variety of questioning strategies that allow for think and wait time while calling on a variety of students.

Rarely checks for understanding by using a variety of questioning strategies that allow for think and wait time while calling on a variety of students.

Students are given a set time limit to think and try before calling out the answer. Consistently clear, Instruction Learning objectives and essential questions are mathematically correct, and includes a variety shared with the students of instructional tools. Teacher is enthusiastic Clear and specific directions x Models expectations and procedures Correct mathematical content Appropriate instructional tools to develop conceptual knowledge (e.g. manipulatives, literature, technology)

Usually clear, mathematically correct, and includes a variety of instructional tools.

Occasionally clear, mathematically correct, and includes a variety of instructional tools.

Rarely clear, mathematically correct, and includes a variety of instructional tools.

Informal/Formative Assessment Uses a variety of strategies to assess the lesson (thumbs up/down/middle, questioning, listening, observation, moving throughout the room, yes no cards, written and oral) Flexibility in presentation based on informal assessment; can adapt quickly based on what you observe Encourages students to analyze and correct errors.

Consistently monitors, enhances, and evaluates the mathematical learning of all students in a variety of ways.

Usually monitors, enhances, and evaluates the mathematical learning of all students in a variety of ways.

Occasionally monitors, enhances, and evaluates the mathematical learning of all students in a variety of ways.

Rarely monitors, enhances, and evaluates the mathematical learning of all students in a variety of ways.

White board checks, walking around the room, calling on students, ticket out the door. Student teachers: Write a paragraph about your lesson presentation. Attach the paragraph to this rubric when you turn it in. Due by December 12, 2013.

Division is hard to teach! We had an extra week to work on division so we did a review of concepts and then worked a lot on the standard algorithm. For my review I used the lesson I created for this class. I thought that it helped the kids a lot know how to use base ten blocks and white boards to show the problem and actually solve the problem. The students understood it quickly! They are so awesome at using base ten blocks and drawing circles on the white boards to divide up the base ten blocks. The next thing we reviewed was the standard way of doing long division. This was WAY more difficult for my students, but I set up the lesson by allowing the students to first try the problem any way they wanted to. They were able to solve the problem any way they wanted. THEN as a class we solved the problem together using one of the methods of their choice which was base ten blocks and the circles. AFTER I correlated this way directly to long division. I had the students just watch this part before allowing them to actually write it on their white boards. They saw the correlation between the hundreds number and the hundreds block we were using. They then saw the correlation of finding out how many hundreds we gave altogether and getting that number by multiplying. Then we subtracted to find out how many hundreds we had left combined with the tens because now we dont have enough hundreds to give everyone, but we can regroup and get 58 tens. After them watching this they finally understood how they were related and didnt see long division as this big magical thing to find the answer. We worked as a class on the next one and used our white boards, then I let me work in partners, and then I let them try it on their own. After going over a few more and checking on their white boards, I had them do a ticket out the door. They would have to answer three division problems the standard way. This was a good assessment to check how students

were doing and 50% got it! This was a 30% improvement!!! I thought the lesson went well and it was nice scaffolding the students and now jumping in to them trying it on their own without some basic back up knowledge.