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Brady Vogel Observation 4-26

The document provides observation notes and feedback from a classroom observation of Brady Vogel teaching a small group math lesson to two students, Avery and Abel. It summarizes Brady's effective teaching strategies like building rapport with students and scaffolding their thinking to help them learn independently. Some areas for improvement are also noted, such as using more precise language when teaching values of coins and cuing students in additional ways besides spoken reminders. The observer looks forward to the final evaluation and wishes Brady the best at upcoming tryouts.

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77 views2 pages

Brady Vogel Observation 4-26

The document provides observation notes and feedback from a classroom observation of Brady Vogel teaching a small group math lesson to two students, Avery and Abel. It summarizes Brady's effective teaching strategies like building rapport with students and scaffolding their thinking to help them learn independently. Some areas for improvement are also noted, such as using more precise language when teaching values of coins and cuing students in additional ways besides spoken reminders. The observer looks forward to the final evaluation and wishes Brady the best at upcoming tryouts.

Uploaded by

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© © All Rights Reserved
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Brady Vogel observation 4/26/22. 12:30 – 1:00 pm. Small group math (2 boys).

Update to teacher
(rough lunch) but turned it to a positive prospect (we’ll have a better lunch tomorrow!)

Great rapport building to acknowledge that you have teachers just like Avery does.

Swift transition into activity when he was ready (other student Abel had not yet arrived, but projection
for him already on the board). Early cue to remind Abel to wash his hands, then popping up from your
seat to physically lead him to sink, turning on water, giving encouraging prompts to complete this task
quickly.

Naming coins - Does Abel have eyesight challenges? He seems to be focusing mostly out of only one
eye, which could make discriminating your cues on visual differences (Lincoln Memorial vs capitol
building vs. wheat vs. Bald Eagle) difficult. Is this the scripted classification? How else could they be
identified?

Make sure not to provide the answers [i.e. Mr. V - Remember, capitol building is on the nickel. (Abel - I
don’t know what this one is.) Mr. V - That’s your dime, remember?] Student questions are an
opportunity for you to scaffold their thinking and help them build confidence in their responses, not just
answer their surface question. That is the value-added element of teaching and learning. It’s beyond
mastering material using recall, and heading towards learning how to investigate independently.

>You did this effectively towards the end of the lesson, when you asked Abel what image was on
the nickel, and waited for him to recall “capitol” on his own. <Buffalo nickel would be an opportunity to
use alternate characteristic (i.e. size, thickness) to classify non-conforming coins.>

You had to prompt Avery 3 times on 75 cents. Why do you think he’s not retaining this? How could you
cue him besides a spoken reminder?

One point of clarification: Mr. V - “With bigger numbers, we use bigger…..[coins].” This sentence
technically is not true, given the size differential of dimes. More precise language would be larger value
(or higher value) coins. From https://oneminuteenglish.org/en/larger-vs-bigger/#:~:text=Larger
%20typically%20refers%20to%20quantities,grammar%20can%20strengthen%20your%20writing.
Larger typically refers to quantities or amounts and bigger refers to a size, either
metaphorically or literally. 

***Inclusive modeling to have Abel use the marker to cross off the hot dogs on Avery’s file folder.***
I noticed a complete change of demeanor in Avery from before the lesson started to when he was pacing
himself to the finish. (“I have 4 left”) He was focused, motivated, and using metacognitive skills to
monitor his own learning. Way to go, Avery – and whatever you did Mr. V to shift his mindset 😊

Nice Finish with a flourish to have each of you mark off the last 3 hot dogs and wrap up the activity!

Looking forward to seeing you for the Final Eval (and maybe a bonus observation, depending upon how
the schedule fills up) on Monday, May 9 th at 8:45 am.

Wishing you all the best at tryouts this weekend, Brady!

Rebecca Fabricius

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