Formal Observations

Reflections on a Single Lesson

Name: ____Kristy Robinson___________

School: _______________JCMS_________

Grade Level/Subject Area: ___6th grade Math_ Date of Lesson: __March 28, 2016________
(The following form is adapted from Danielson, 1996, and the KSU Student Teaching
Handbook)
1. As I reflect on the lesson, what did I do to actively engage the students? What evidence
do I have (based on observations of students) that students were actively engaged?
I used the floor exercises to actively engage the students.
*I heard students discuss their shape and how to calculate the missing length. They talked with
each other and also asked me questions.
*Students demonstrated their understanding and engagement by explaining their solution and
process to the entire class.
*I used shout outs and thumbs up/down to indicate student involvement. The first several
opportunities indicated the students were actively engaged. (Later in the lesson, the student
engagement seemed to drop off.

2. Did the students learn what I had intended (i.e., were my instructional goals and
objectives met)? Were my expectations high yet reasonable? Was I persistent in helping
all students achieve success? What is my evidence?
Goal: Students will understand that missing information can be found based on their knowledge
of the shape properties and known information
Objective: Students will calculate the the length of the missing side
Yes, the students did meet these goals and objectives. The expectations were reasonable, but I did
not feel that they were very high. This might be part of my perception of the class I am working
with. I feel that the class in general does not demand high performance from the students. I
would like to push/challenge them more. I know that my perception is affected by my experience
mainly with high school students.
I think I was ok at persisting in helping all students achieve success. I checked with the students
to make sure they were following me by using shout-outs and thumbs up/down. I could have
done better at checking in on students that were likely to struggle. (I will get better at this as I
work more with the students and get to know them more.) I could have made time for my
summary so that my struggling students could have one more opportunity to review correct
methods and vocabulary.
*I can do better at circulating the classroom and interacting with all students. This would be easier
when students are in their desk clusters.
*I had higher, yet unrealistic expectations for how much the students would be able to do. They
would have benefited from direct instruction prepping them with the concepts they would need to
be more successful. Some of the students were able to work independently, but most needed more
scaffolding.

3. Did I alter my goals, strategies, activities, student grouping and/or assessment as I taught
the lesson? If so, what changes did I make and why did I make these changes?
I did alter my student grouping. I had planned on students working individually at the end of
guided notes. (Me, we, you). I asked the students if they were ready to work independently with a
thumbs up/down. Based on their feedback, I had the students work in partners.
There were several portions of my lesson that I left out as I went through the class. Other than
omitting the summary and exit ticket, this was not done intentionally. I omitted the summary and
exit ticket because I spent too much time working on the floor examples and I realized that I
needed to leave time for cleaning the floor, which I did not plan effectively for. I had planned a
transition from working onto the floor into direct instruction before working on the guided notes. I
had my lesson plan & the guided notes in front of me, but still got frazzled and forgot the details
of my lesson plan that would have been beneficial for the students. Perhaps a brief outline of my
lesson on note cards will help me present all of the parts of my lesson plans.
*I did not use my time very effectively, and did not follow my lesson plan closely.

4. Were my strategies and activities effective? What is my evidence?

The floor exercise and projecting student work were effective. The students were engaged and we
discussed methods for finding the missing piece.
The guided notes were less effective than I would have liked. The students were not ready to
complete the final examples independently.

5. To what extent did the classroom environment (Respect and Rapport, Culture for
Learning, Classroom Procedures, Encouraging Appropriate Student Behavior, and the
Physical Environment) contribute to student learning? What is my evidence?
Physical Environment I had the class arranged so that all the desks were on the perimeter of the
class facing in. This gave the classroom open space to work on the floor. Changing the
arrangement broke the routine that the students were used to. The negative affect of this was
students seem more energetic and talkative when we step out of their normal routine. The positive
affect is that the students were attentive and excited to try something new. They were also excited
to work on the floor.
Respect and Rapport Culture for Learning The students are familiar with their table groups and discussing the task
so that everyone in the group understands.
Classroom Procedures The students came into the classroom and looked to the board for
instructions.
Encouraging Appropriate Student Behavior - * Student participation is encouraged and when
replying to a students comment I replied I like how you said that.

6. Was my assessment effective and useful to my students and me? Describe an instance in
which my feedback positively affected a students learning.
Yes, my assessments were helpful for me presenting the lesson. I used a few shout-outs and also
thumbs up/down as formative assessments. Most shout-outs resulted in a consensus which let me
know that the students had a good understanding. One shout-out resulted in a very mixed answer.
This let me know that I needed to reteach that concept. I used a thumbs up/down to inform my
decision for students to continue working on guided notes independently or as a whole class.
There was not a consensus. The students wanted some help, but not to work completely
independently. I opted for students to work in pairs.

7. If I had the opportunity to teach this lesson again, what might I do differently (describe
at least one thing)? Why?
If I had the opportunity to teach this lesson again, I would plan fewer shapes to discuss. I liked the
size of the groups, however I think the class would have still understood the concepts with fewer
examples. Perhaps I would use 2 of each shape, with the same numbers. If one group struggled
on their solution or explanation, the partner group could assist. Reducing the number of floor
problems would provide more time for direct instruction, and also give me more time to wrap up
the guided notes and summarize the lesson. I would also rework the guided notes to match the
shapes on the floor.
*I would have students sit close to their table groups, or had students move the desks back into
their table groups. I would have had the students work on craft paper instead of the floor. This
would have allowed for a smoother transition to picking an example up off the floor and allowed
me to use the front of the classroom and all students able to see the front. I would still have the
groups come up and explain their thinking.
*I would add to the review at the beginning of class and provide more preparation for the students
to touch on the property of rectangles which tells us that both lengths are equal and both widths
are equal.
*I would give clear cues to the students indicating what would be coming next.
You have two minutes to follow instructions and be back in your seat.
Group 2 will be going next number the groups so that they can anticipate when it will
be their turn
You have 30 seconds to fill in you answer to number 3 explain how you found the
length of A.
These time limits would help me keep class moving forward and make better use of class time.

*** Reflection after teaching

*** Reflection after viewing swivl video