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Pelton (STE)_
Date of lesson: November 11, 2014
Profile of Effective Mathematics Instruction Rubric
Evaluator: 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
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.
Instructional Indicator
Class is sometimes on
task and actively
participating in
appropriate ways on a
consistent basis.
Consistently provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.
Frequently provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.
X
Students were sort of
engaged. Murphy was
not and testing you
the entire time. Zane
fell asleep. Kenya was
reading.
Occasionally provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.
x
Ask students for other
methods for solving.
See if they could have
Mathematical Communication
Helps students make connections fro
m 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.
Usually facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.
Rarely facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.
Instruction
Learning objectives and essential questions are
shared with the students
Teacher is enthusiastic
Clear and specific directions
Models expectations and procedures
Correct mathematical content
Appropriate instructional tools to develop
conceptual knowledge (e.g. manipulatives,
Consistently clear,
mathematically correct,
and includes a variety
of instructional tools.
X
How do you know
they know?
Usually clear,
mathematically correct,
and includes a variety
of instructional tools.
X
Discussed vocabulary
Occasionally clear,
mathematically correct,
and includes a variety
of instructional tools.
Rarely clear,
mathematically correct,
and includes a variety
of instructional tools.
literature, technology)
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.
X
Move around the
room and look at their
papers. Some students
wrote very little on
their paper.
Reflection:
I had a really great learning experience doing this lesson. I did quite a few things wrong, but I think that by doing things imperfectly, I
learned a lot. Of all the lessons Ive given this year, I would say this was the worst. First, I need to be more clear about what the classroom
expectations and procedures are. I wasnt sure about the expectations with bringing homework. My teacher asked me to go over the homework
last minute, so I felt a bit flustered because it wasnt worked into my lesson already. Thats part of teaching though, right? I was a bit nervous at
the beginning because I had Peggy and Michelle observing me, two special education teachers in the room and my iPad recording me. I also
think I should have started my lesson with a better hook, such as a real world problem to solve. Many of the students were confused right off
the bat about the strategy I taught, so that made keeping their attention quite difficult. I learned that some lessons wont go well, but that
provides an opportunity to do better next time, to reflect and fix what needs to be fixed. I received a lot of great feedback from Peggy and
Michelle and my site teacher and I feel like I would do much better if I had to teach this lesson again in the future. With all of this nonsense
going on, I was able to keep my cool and stay calm and confident. I still love to teach and I hope I can keep improving!