Feedback on Observation: 6/16/16

simplify exponential expressions.

Corps Member Name: Patricia Nicholls
Focus
Given
grade
level and
content
are
students.
..

...engaged in and showing

increased growth and
mastery of rich
problems, texts and/or
questions that are worth
tackling?

Learning Target: SWBAT use the product and quotient rules to

Reviewer: Lindsey Robertson

...critically thinking
and engaging in real
and meaningful
discourse throughout
the lesson cycle?

...making and justifying

arguments with evidence?

...contributing to a passionate
and joyful classroom
environment through
increased acts of leadership,
empathy, and responsible
decisions?

Glows
The students were told
to work together on
the worksheet. During
the teacher led portion
of the class, the
teacher provided
examples of the
product and quotient
rule writing it in
expanded form to help
students understand
why the properties
work.

During the gallery

walk activity, the
students were
discussing the
problems and
teaching one
another.

The teacher addressed a

common misconception
with exponents.

The students were

motivated by the teacher
saying that the worksheet
was a competition. The
teacher stated
expectations for each
activity. Students moved
through the gallery walk
easily.

When the students

finished their
competition worksheet
they had nothing to do
while the other
students were still
working and the
teacher was checking
student work. Ten to
twelve minutes is a
long time to be at the
board giving
information. Consider
chunking that and
include a couple of

There were many

call outs during
the lesson. This
limits the amount
of think time for
other students.
The teacher called
on a few students
randomly but
many students did
not participate in
the discussion
during the lecture.

There was not much

opportunity for students
to justify their answers.
The students who were
called on were asked to
explain the process.
When working in groups
some students taught
one another while
others just completed
the problem without any
explanation or
justification required.

The teacher pulled a

struggling student to the
side during the gallery
walk for support. The time
for this round went long
because the teacher was
occupied. Instead of
keeping time yourself
consider the use of a timer
that can provide them 2
minutes to work and 15
seconds to switch. The
timer can do that for you
so you can focus on

Grows

...growing
relationships
with their
teachers,
mentors,
community
leaders, and
other
influencers?

The teacher
apologized for the
confusion and let
students know that
it was okay to ask
questions when
they dont
understand.

practice problems to
check for
understanding.

CULTURE OF
ACHIEVEMENT

Destructive

supporting and assessing.

Apathetic or Unruly

Compliant
and On Task

Interested and Hardworking

Passionate/Urgent/
Joyful/Caring

Evidence: The students enjoyed the gallery walk activity and worked well with their groups to solve the problems. Consider
asking students to go a step further discussing the properties used or creating a similar problem if they finish their problem
before the time is up.
ENGAGEMENT W/
RIGOROUS CONTENT

Not
Challenged/
No learning

Passive or Confused
regarding new
content

Factual recall/
Procedural

Analysis/Application/
Explaining

Evaluation/Synthesi
s/
Creation

Evidence: Some of the problems were easy for the students and others were challenging. Consider doing formative checks
prior to giving them a collaborative or independent practice. This can help clear up misconceptions before they do the entire
assignment incorrectly.

Debrief Notes:
What do we do when we say one to the third power? Fist to five do you understand what I just said? How do I go about finding
that answer? Does anyone have a guess of what it might be?
Get some notes out so you can write down some rules.
Zach keep track of time.
The teacher wrote the notes on the board. It is quicker to display these via PPT and do practice problems on the board.
The teacher broke down the x^8 * x^2 writing each term in expanded form in a different color.
The teacher used fist to five to see if students understood. The teacher used 1s if you understand. Consider sticking to one
type as not to confuse students.
Student asked what is x to the zero power. The teacher discusses that and x to the first power.
What can you do to keep students who completely understand engaged when you are reteaching?