Observation Feedback

Time: 8:55 9:30

Mentee Name:

Paul Delos Santos

Standards and Examples of Evidence of

each Standard

Feedback

Standard I: New Learning is Connected to

Prior Learning and Experience

Activates initial understanding of new

concepts

Makes connections explicit between

previous learning and new concepts

Defines purpose and relevance of new

learning

Provides opportunities to build on or

challenge initial understanding

Observation and Evidence

Standard II: Learning Tasks Have a High

Cognitive Demand for Diverse Learners
Tasks purposefully employ students
cognitive abilities and skills

Observation and Evidence

Tasks place appropriate demand on

students

Date: 2/23/16

Clarifications and Next Steps

Std. 1.1 Stds. engage in a warm up

activity that gets them thinking
critically and leads up to a discussion
on how it relates to Harrison
Bergeron.
Std. 1.2. As students finish reading
and discuss the text, they are
required to connect back to another
text they read (Anthem)
T asks, What do we know in this
story?
Std. 1.3 T makes clear that
students will be comparing and
contrasting text. He explains that
doing this will help him to see what
his students know. I want to
introduce you to a giant message
board. So now you have full analysis
of what everyone is saying. Everyone
has a voice.
Std. 1.4 As students think about the
text, requiring them to compare and
contrast 2 texts, in addition to
reading other student responses , it
builds upon their original
understanding.
Std. 2.1 Stds. engage in a warm up
activity that requires deeper thinking
and explaining.

Clarifications and Next Steps

Observation Feedback
Time: 8:55 9:30

Mentee Name:

Tasks progressively develop students

cognitive abilities and skills

Operates with a deep belief that

students can achieve

Standard III: Students Engage in MeaningMaking Through Discourse and Other

Strategies

Productive discourse with teacher and

among students

Paul Delos Santos

Date: 2/23/16

Students have to compare and

contrast 2 texts which requires them
to think at a deeper level. Students
must analyze all comments to decide
which one is the strongest statement.
Then, they have to defend why.
Std. 2.2 Differentiation is evident
when students respond. Some have
very detailed deep responses, while
Mr. D assists those that are
struggling.
Std. 2.3 Tasks progressively develop
stds cognitive abilities as they first
respond to questions on a DOK level
1, and then they have to analyze 2
texts to compare and contrast.
Additionally, they have to synthesize
all their peers comments to form an
opinion on which has the strongest
statement and then provide an
explanation why.
Std 2.4 The required task holds ALL
students accountable for
participation. He also shows a belief
that all students can achieve when
communicating this, I want to
introduce you to a giant message
board. So now you have full analysis
of what everyone is saying. Everyone
has a voice.
Observation and Evidence

Std. 3.1 Verbal and written

discourse is evident as all students

Clarifications and Next Steps

Observation Feedback
Time: 8:55 9:30

Mentee Name:

Opportunities for students to create

and interpret multiple representations
Assists students to use existing
knowledge and prior experience to
make connections
Classroom environment enables
collaboration

Standard IV: Students Engage in

Metacognitive Activity to Increase
Understanding of and Responsibility for Own
Learning

Teacher and students what and why they

are learning, and how they will know if they
have not

Structures opportunities for self-monitoring

learning

Takes actions based on students selfmonitoring

Paul Delos Santos

Date: 2/23/16

write responses and read each

others responses. Students also talk
with each other about which
statement is the strongest and tell
why.
Std. 3.2 Students interpret multiple
representations of student responses.
Students are also able to put pictures
with their ideas as another
representation of their
understanding.
Std. 3.3 Mr. D encourages students
to make connections to their personal
experiences and thoughts about
competition, so students can reflect
on how competition is not seen in the
text because in the text, everyone is
seen as equal.
Std 3.4 The structure of this lesson
on Padlet.com allows all students to
collaborate with each other because
students are able to read each
others responses. Mr. D also
encourages students to talk about
what they read with their peers.
Observation and Evidence

Std 4.1 Mr. D communicates what

students are learning (compare and
contrasting text) so that he can
assess what they know, and they can
use these notes to better prepare for
a written assessment they will have

Clarifications and Next Steps

Observation Feedback
Time: 8:55 9:30

Mentee Name:

Paul Delos Santos

Date: 2/23/16

later. He looks over student

responses and sets higher
expectations for the students that left
minimal responses. This
communicates the how they will
know if they have not learned the
objective
Standard V: Assessment is Integrated into
Instruction

Ongoing learning based on current learning

status

Aligns assessment with learning goals and

performance criteria

Opportunities to generate evidence of

learning

Adapts actions based on evidence

generated

Observation and Evidence

Clarifications and Next Steps

Std. 5.2 Assessment of student

responses and their completed
worksheet with documented
evidence from the text is aligned to
the objective of the lesson.
Std. 5.3 Students are given
opportunities to generate evidence of
learning verbally and by written
response.

Observations: Stds grab their laptops and begin working on their warm up listed on the board. Mr. Delos Santos
begins, Competition good or bad? Raise your hand if you think its good. About 5 students share their responses.
How many of you like going to competition? I like going to competition. With relation to Harrison Bergeron, what
are we missing? Stds, Competition. T, What do we know in this story? Std, Everyone is exactly equal. Mr. D,
Yes, everyone is exactly the same. With that said, where did we leave off yesterday? Students reply and T calls
on student to read out loud as students follow along. T, Who else didnt read yesterday? 2 nd student begins
reading. ( I am noticing that I am having some difficulty hearing the student read, and I am wondering if this is the
same for any of your students?) (My quick scan of the room show most students following along. I see one student
typing on her laptop possibly finishing the warm up activity, but it looks like everyone is reading in the text. ) T,
How many of you like this story? Its a quick story. I like Kurt Vonnegut When he wrote this, tv was starting to
become popular in America. He has a quote There are a lot of connections that we can make to Anthem.
Remember yesterday how I asked you to compare and contrast Athem to Harrison Bergeron. So here is what you
are going to do on your laptops. Click anywhere, and in your title put your name. Then go ahead and type up your
comparisons. You are comparing and contrasting the 2 stories. Write down your responses in this area. Students

Observation Feedback
Mentee Name:
Paul Delos Santos
Date: 2/23/16
Time: 8:55 9:30
names appear on the screen and their notes are typed directly under their name. All ideas are visual on the screen,
and all students are engaged. (Padlet.com) T, Jasmine, I like your response. Theres no right or wrong answers. I
am just trying to see what you guys know. I want to introduce you to a giant message board. So now you have full
analysis of what everyone is saying. Everyone has a voice. (Even the quiet ones! )
Ms. D shows students an example of what his 5 th period did. They posted some pictures to their notes. (Another
representation of student learning. I want you do read through all the postings, and I want you to discuss which post
you agree with the most or talk about who has the strongest statement. I hear students talking and saying, I like
.statement, or I think I have the strongest statement.
T, Okay, you guys ready? You are going to this site. Now here is what you are doing with this Padlet. You are typing
a response to what you read and explaining which post you like and why.
T, Now I want you to quietly, and when I say quietly, discuss your responses in your group. Sometimes when you
are in group discussions the noise level tends to get a little loud. How many of you like doing activities like this?
(Many raised hands.)
Students begin working in their groups answering questions from a handout that was passed out to them. Looking
at the worksheet, students are required to answer various questions and support their answer with evidence found
in the text.

Comments: Another great lesson! Thanks for teaching me about Padlet!