Observation of Kyle Anderson in Tim Kreta's classroom MES on

October 28, 2014 from 9:30-10:15: Whole class

Developing strengths observed:

You used multiple "turn and talk," "think/pair/share," and occasions for table group discussions and
comparisons throughout the entire lesson.

You called upon and referred to students using their names.

You used multiple participation strategies and questions to keep everyone involved (Total Physical
Response--with the PENDAS acronym, "Do we agree?....1,2,3, YES!", 54321 countdown, "Shall we
do one more?...YEAH!") as well as critical and evaluative questions to keep the students thinking
( "Can we do it another way?", "Which is easier?", "Which is easier for you?").

You appeared confident with the content and the were able to cope with students approaching the
content in dierent ways. You validated students for coming up with a variety of ways to reach the
same answer. You used and explained content vocabulary (estimation, decomposing
multiplication, ellipses)

You used technology (SmartBoard, Document Camera) and encouraged use of technology (low and
high tech) on the part of students, including white boards and Document Camera.

Use of Technology and Instructional Tools

I scanned the classroom every minute you were teaching and the students were always engaged
with the lesson. They responded to you positively and wanted you to enjoy the teaching. Several
students gave you a positive comment or a thumbs up at the end of your lesson. It was endearing
to see them be invested in your success; it told me that all the volunteer time you are investing in
the classroom is appreciated by them.

Things to consider over the next couple of weeks:

Practice modulating your voice so that you can switch on the enthusiasm and a BIG beaming smile
and ratchet up the energy ("Are we ready to try with 1,000's?"), and also practice bringing down
the energy when you sense things need to be a bit more mellow.

Find a system (name sticks, checking a class list) to ensure that as many students as possible get
to share in some way or ask questions (Josie, Sophie, Ethan, Oliver, Angelica seemed to be called
on the most often).

Make sure you move away from the white board (as soon as is practical) and get down to the
students' level so you can really hear what they are saying and have something upon which to pin
your communication with them so it feels authentic. Being close also means that you are more
likely to pick up on misconceptions, notice when a child is having a bad day, or overhear a brilliant

thought that deserves to be shared. You will feel closer to the students and less aloof! As you got
further into your lesson you started to do this, you just need to make a conscious eort to do it
more!

5 minutes into the lesson, you tended stay at the whiteboard for some time
moving around the classroom and did not get down at the students' level

5 minutes later , your interactions with students started to be more frequent

and more meaningful because you were much more proximate.

I shared a few great clips of you teaching with Sue Thompson (unfortunately, I can't email them to you
but I would be happy to share them with you) and she agrees you have made solid progress on your
presence in the classroom and your communication. She's excited to come out and see you again in
a couple of weeks. Please contact Sue soon to schedule this--her calendar fills quickly.

Thanks Kyle, and thanks Tim! It was a great lesson to see and a delight to witness your growing
confidence and competence, Kyle. You are learning a lot being in Tim's classroom.

Warm wishes,

Chloe