ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus, Supervisor
Teacher Intern: Abby Dykema Date: Observation #
Mentor Teacher: Time of Observation: Approx. time spent planning this lesson:
1.5
Grade Level: 3 Subject/ Topic: Math
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Introduction to multiplication with 5s
Brief Context: Students will use their knowledge of multiplication strategies to solve multiplication equations
with 5s
Prerequisite Knowledge/Skills: Skip counting, arrays, and grouping and how they relate to multiplication
Objectives: [Indicate connections to applicable national or state standards.]
Students will show their understanding of multiplication with 2s through a quick quiz
Students will apply their knowledge of multiplication strategies to solve multiplication equations with 5
Students will contribute in class discussion
Assessment: [Formative and Summative]
Formative: Observation and class discussion
Summative: Flip Books
Worldview Integration:
Applying known multiplication strategies to multiplication equations with 5
Instructional Resources:
Quick Quiz
White board
Flip Books

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest
Students will take part in class Students will take part in a class Allowing students to sit in the
discussion, observe patterns on discussion and have the back of the room for a change of
the white board, and who opportunity to work with a pace from their desks. I will call
understanding through their partner on multiple students and allow
flipbooks each student an opportunity to
share their thoughts

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Students will discuss and fill out Students can share in class Persistence
and explain, in their own words, discussion, talk with a partner, Maintaining the class discussion
strategies they used to solve the and write their thoughts and so that each student has an
problems answers in the flipbook opportunity to solve a problem
and explain their strategy
Options for Comprehension Options for Executive Function Options for Self-Regulation
Repetition of explanation of the Students will complete a flipbook
different strategies from teacher and have to explain a strategy
and from students. Students will that they use to solve the
observe the work on the board as problems
well as talk about in a whole class
setting
* Supervisors Comments:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan
to build or strengthen relationships and community student-student & teacher - student.)

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
I will remind students of the expectations of participating in class activities/discussions
I will ask students to repeat answers and explanations
Strategies you intend to use to redirect individual students:
If students are distracting one another, I will move them to an assigned seat

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students will be sitting at their desks for the quiz. Students will go to the back of the room so that they can
be closer to the board, and they can be further from distractions.

*Supervisors Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Ask for student volunteers to share a multiplication strategy that we have used
a. (grouping, skip counting, and arrays)
2. Write 2x6 on the board
a. Ask for a student to show us how we can solve this problem using grouping
b. Ask for a different student to show us how we can solve this problem using skip counting
c. Ask for another student to show us how we can solve this problem using an array
3. Explain that we are going to begin this math time with a quick quiz
a. Give the students 4 minutes to complete the quiz
b. Explain that it is okay if they do not finish! It is only meant to see what they know and do not
know yet, it is not a grade!
c. Allow students to grab a scrap sheet of paper if it will help them
4. Hand out quiz face down
a. Once all students have the quiz, allow them to flip it over and watch the clock for 4 minutes
b. After for minutes, instruct students to double check that their name is on it and hand it in
Development: [It may help to number your steps with corresponding times.]
1. Call students to the back of the room
a. Have white board ready in the back
b. Instruct students to sit on the floor (not the couch, stools, chairs, etc.)
2. Explain that since we have been doing so good with multiplying by 2, we are going to learn how to
multiply by 5 today
3. Ask the students to raise their hand if they can skip count by 5
a. Call on a student raising their hand to skip count to 50 for us
b. Have the class do it as a whole
4. Write 5x1 on the board
a. Ask the students if I have one group of 5 (circle one group of 5 boxes), how many do I have
total? (5)
 i. If students do not know, have a student come up to count the boxes
5. Write 5x2 on the board
a. Ask the students if I have 2 groups of 5 (circle another group of 5 boxes), how many do I have
total (10)
i. If students to not know, have a student come up to count the boxes
6. Show that so far our answers are 5 & 10
a. Ask if a student can predict what our next answer is going to be for 5x3 (15)
b. If a student give the correct answer, ask how they got it
c. If a student does not get it, explain that we could predict by skip counting
d. Skip count by 5, showing with your fingers how many times you are skip counting
7. Ask for a student volunteer to predict what 5x4 is by using skip counting (20)
a. If students do not know, skip count with the whole class and hold up fingers for each time you
skip count
8. Write 5x5, 5x6, 5x7, 5x8, 5x9, and 5x10 on the board
a. Point to 5x5 and ask a student to use any strategy they want to solve this
i. If they want to use grouping, allow them to circle the boxes on the board
b. Repeat with the rest of the equations
Closure:
1. Show the students that you have a flipbook, just like the one we did with the 2s, but for the 5s
a. Have the students work on this flipbook for the rest of the class period
2. Walk around and answer questions
a. If multiple students are having trouble, call those students to the back of the room and work in
a small group with them to help with understanding

*Supervisors Comments: (Communication with students, questioning strategies, student engagement,

assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as
a professional.

*
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:

*Supervisors Summary Comments:

FUTURE FOCUS:

INTERN REFLECTION POST OBSERVATION

What about your lesson went especially well? What evidence is there to support this?
What might you re-consider if teaching this lesson again? Why?