Layla Obaid

Observation #2
multiplication problems.

Grade 3

24 sts

Representing

Strengths

Needs improvement

Tr does a good job of asking how and why

questions, but sometimes does not follow
through.(2)
Tr remembers to have the sts write on the small
whiteboards while one st writes on the board but
(3)
Some use of activities.

The tr still feels the need to have a st

come to the board and write the final
answer. If the sts can solve it at their
places, there is no need for the come to
the board phase.
20 minutes into the lesson time the tr has
still not left the front of the room.
The pace of the lesson is sleepy.
Group size is still too big. (4)

Competency

Observations

Professionalism
:

The teacher was in the class before the start of the lesson. She remains
professional and calm all through her lesson.

Planning for
learning:

A lesson plan was prepared and presented. Expected timings for activities
is not accurate.

Implementing
and managing
learning:

Tr uses a variety of techniques but misses the mark on making it a student

centered lesson.

Monitoring and
assessment:

Tr moves amngst her sts towards the end of the lesson as sts are working,
but there is no documentation of st ability. Even though the tr was
monitoring, she was not seen to intervene.

The sts have small whiteboards on their tables, but the tr still starts out with 3 1:1 questions on
the board. She takes less than a minute to ask these.
(2) when asking students if this was an equal group question ( 6+6+3) they all said no, one girl
was selected to say why. She answered by saying: because of the 3. This answer was accepted
even though it was an incomplete number. She needed to have said : because only 2 of the
groups are equal, 6 and 6, but the 3 is not equal to the sixes.
(3) when one st is writing on the board and the others are using a small whiteboard, they need to
finish and show their answer before or at the same time as the st on the board, otherwise they
are just copying.
(4) group size was too big. Students did one of 2 things, either the dominant student took over
and did all the work while the others looked on, snatching things away from anybody who tried to
participate, or the group attempted to share out the work, but with so many people in a group,
each member was just receiving a number of pieces that made no sense.
For the activity where some sts had the question and had to go ask others the question, the
activity was incomplete. Doing it this way makes some sts feel more important and in charge.
This activity needed 2 things to complete it, an answer on the backside, and a follow up
instruction that as soon as anyone gets the answer correct, they need to hand the paper over to
them. The st with the paper was not aware of the correct answer or the way to find it. Even if the
st answering answered correctly, the paper holder was telling her it was incorrect.