Feedback on Observation: 6/14/16

Corps Member Name: Kathrin Palma

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:
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?

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

Glows
The teacher
attempted to get
students to critique
their classmates
answers by asking if
people agree with
what was on the
board. (see total
participation
worksheet)

It was a great idea to review

the classroom expectations
at the beginning of class.
The teacher also provided
time for students to ask
questions about those
expectations.

The teacher said things

like good job and
yes.

Grows
Consider chunking the lesson
and have students identify the
slope and y intercept from an
equation first. Then have the
students do several examples
at their table before moving on
to graphing using a table. To
increase the rigor have
students compare different
equations to determine what
happens to a graph when the
slope or y-intercept changes.

CULTURE OF
ACHIEVEMENT

Destructive

The teacher
primarily asked low
level questions. For
example identify the
slope or y-intercept.

Apathetic or Unruly

When students
were unable to
answer a
question, the
teacher
answered the
question for
them providing
the justification.

Compliant and
On Task

The students were not

interested in volunteering to
do problems at the board.
Consider first building their
confidence by practicing
problems at their seat with
the team. Sometimes
confirming with their team
will make them feel
comfortable enough to
share at the board?

Interested and Hardworking

Be careful saying
no to students as
it can prevent
them from
volunteering to
participate in
class discussion
in the future.

Passionate/Urgent/
Joyful/Caring

Evidence: Most students attempted the problems assigned at their desk.

ENGAGEMENT W/
RIGOROUS CONTENT

Not
Challenged/
No learning

Passive or Confused
regarding new
content

Factual recall/
Procedural

Analysis/Application/
Explaining

Evaluation/Synthesis/
Creation

Evidence: There were way too many topics going on at once. The students were confused on what they were supposed to be learning
and why. When asked students were unsure of the lesson objective. Students said things like graph the points or find the slope of the
line. Consider clearly stating what they were learning and try smaller lessons that have fewer objectives embedded. There were some
objectives in the lesson that were not rigorous such as graphing a line from two points. Similar problems that are more rigorous would
include graph the line that is parallel to y=2x+5 and passes through (3,1).
Debrief Notes:
The students had do now to complete. The teacher told the students that they would be working on the do now alone when she said go.
1. What is a slope? 2. Graph (2,-3)(0,2) ***instead of saying slope use rate of change. Common core language.
Who can think of a visual representation of a slope?
Who wants to go up on the board to do number 2? Who can graph those points? Vincent goes up. Is this an example of a slope? Teacher
says yes because it is going up. ****the graph was going down when looking at it from left to right it is a negative slope.
The teacher put an equation down y = 1/2x+ 2 Where is the slope here? A boy calls out
Someone tell me the equation for slope? The students give her y = mx + b ***this is not the equation for slope this is the equation of a
line ---slope intercept form.
Who wants to graph this? Vincent goes up again.
Now lets graph a linear equation. Teacher uses the same equation to have students use a table of value to graph.
The teacher did the problem as no students knew how to complete the answer.
When Christian said he didnt do the problem the teacher allowed someone else to help him. The next student said I didnt do it. The
teacher said lets work on it together and did the problem herself on the board. ***dont let students decide they arent going to
participate. It should be expected that they will at least attempt a problem when called upon. Have him go to the board and let the
students walk him through it.