ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern: Abby Dykema Date: Observation #
Mentor Teacher: Time of Observation: Approx. time spent planning this
lesson: 1
Grade Level: 3 Subject/ Topic: Math
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Introduction to multiplication
Brief Context: Students will
Prerequisite Knowledge/Skills: Multiplication Strategies including arrays, grouping, and skip
counting
Objectives: [Indicate connections to applicable national or state standards.]
Students will be able to recall multiplication strategies
Students will be able to apply the multiplication strategies to word problems
Students will grow in the memorization of the multiplication by 2 facts
Assessment: [Formative and Summative]
Formative: Observation through class discussion
Summative: Students answers for word problems
Worldview Integration:
Students will solve word problems based on real life situations using the strategies talked
about in class
Instructional Resources:
Math Expressions Workbook
HoverCam
Access to the Math Expressions website
Flashcards

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Students will see the written Students will quiz a partner interest
work on the board, and can using flashcards Students will be asked to
follow along in their own book repeat explanations and
answers. Students will quiz a
partner using flashcards

Options for Options for Expression Options for Sustaining Effort

Language/Symbols & Persistence
Students will have the Students will participate in
opportunity to contribute to class discussion and quiz a
class discussion and write partner using flashcards
down their work
Options for Comprehension
Students will work through
word problems as a class and
have opportunities to ask
questions and express their
thought process
Options for Executive Options for Self-Regulation
Function
Students will use their
knowledge of the multiplication
strategies to solve word
problems

* Supervisors Comments:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.)
Teacher will guide the conversation and walk through word problems with students. Students will quiz
one another with flashcards. Both situations require respect for one another.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,
etc.)
Identify at least 2 ways you will gain whole group attention:
I will remind students of the expectations of participating in class activities/discussions
I will ask students to repeat answers and explanations
Strategies you intend to use to redirect individual students:
If students are distracting one another, I will move them to a new, assigned seat

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning.

*Supervisors Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. (Have the students come to the back of the room, have whiteboard ready in the back)
2. Write 2x3 on the board
a. Ask for a volunteer to raise their hand and share one of the multiplication strategies we
have talked about to solve this equation
i. Have the students exemplify it (ex: if they say skip counting, have them skip
count to find the answer. If they say array, have them draw the array on the
board. If they say grouping, have them group the boxes)
b. If there are students that do not show understanding or are distracted, ask them to
repeat the student that gave the answer
3. Go through 2x3, 2x4, 2x5, etc. until 2x10
a. Ask multiple students to answer and explain how they got the answer (avoid calling on
the same student multiple times)
i. Call on students to explain a different way that we can get a certain answer
Development: [It may help to number your steps with corresponding times.]
1. Instruct students to go back to their desks and get out their math books and turn to page 28
a. Show the page on the HoverCam using the math expressions site
 b. Ask student volunteers to tell whether the numbers in questions 1-4 are odd or even
i. Explain that a way to tell if a number is a multiple of 2 is if it is even or not (all
multiples of 2 are even)
c. Read number 5 to the students
i. Explain that the first step of this problem is figuring out what it is asking us
ii. Ask for a volunteer to raise their hand and tell us what this problem asking
us/What are we trying to figure out? (How many earrings did she sell)
iii. Underline the question, and instruct students to do the same
d. Explain the next step is finding the numbers
i. Ask for a volunteer to find the numbers we need (rows, columns)
2. Work through the rest of the problems, asking student volunteers to explain each step and a
strategy to find the answer
a. Call on students that are distracted or showing a lack of understanding to repeat the
student that gave the answer
3. When the page is completed, instruct students to close their books and put them away
4. Explain that we are going to play a new game, but first we need to review what an array is
a. Call on a student to explain what an array is
b. Draw dots on the board in a circle: ask the students if this is an array (no)
i. Ask if somebody can tell me why not (because there arent an equal amount of
rows and columns)
c. Draw a correct array on the board: ask if this is an array (yes)
i. Ask if a student can tell me what multiplication problem this array helps us solve
5. Now that we have reviewed what an array is, I will explain the game
a. Each student will be partnered up
b. Each student needs grid paper (that will be provided in the front of the room), and one
dice per group
c. Explain that each student will take a turn rolling the dice, and their partner ahs to draw
an array of 2 times whatever that number is
d. Show an example on the HoverCam: roll the dice and color in the boxes for what that
array would look like
e. Then count the boxes and write the answer in the middle of the array
6. Ask if anybody can share something that all these arrays will have in common (each array will
have only 2 rows because we are always multiplying by 2)
a. Each person should draw at least 5 arrays: If you get a number that you have already
drawn an array for, roll again until you get a number you havent gotten
Closure:
1. When students have finished, instruct students to take out their flash cards and quiz their
partner until the class period is done
a. If their partner gets them all right, then watch the clock and time them to see how
quickly they can get through all the flashcards

*Supervisors Comments: (Communication with students, questioning strategies, student

engagement, assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.
*
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:

*Supervisors Summary Comments:

FUTURE FOCUS:

INTERN REFLECTION POST OBSERVATION

What about your lesson went especially well? What evidence is there to support this?
What might you re-consider if teaching this lesson again? Why?