American International School of Rotterdam

Faculty Appraisal Program

Challenge and Inspire
AISR Lesson Observation Teacher Reflection Form
Teacher:
Subject:

Date:
Observer:

1. What were the outcomes/objectives for the lesson? What did you want the students to learn?
(concepts, skills, attitudes, actions and metacognition).
Students were able to order fractions using a line to show proportion. I wanted them to build on and
solidify their previous understanding of proportion (1/5 is bigger than 1/6 therefore 4/5 is smaller
than 5/6), to prepare them to stretch their perspective to a varying whole. For example 1/3 of a litre
is the same as 1/6 of two litres. This is the first step towards understanding multiplication with
fractions.

2. What did the students do well in the lesson?

Students were engaged and carried out assignments in groups and individually.

3. If you were to teach the lesson again, what might you do differently?
Break the class into groups sooner.

4. As you reflect on the lesson, to what extent were students productively engaged?
Students were very productively engaged. These kids are really into this subject matter. Its a real
pleasure to work with them.

5. Did the students learn what you intended? Were your instructional goals met? How do you
know, or how and when will you know?
I assigned page 28 of the workbook and another worksheet as homework. I will use these to assess
understanding. Understanding is not on/off switch; they all have degrees of understanding. Its a
matter of fluency and ease. There are still a few of girls who doubt their abilities. Even the girls who
are strong and capable seem to second-guess themselves in a way that the boys dont.

6. Did you alter your goals or instructional plan as you taught the lesson?

American International School of Rotterdam

Faculty Appraisal Program
Be the best you can be
I brought out the whiteboards right away and simplified what I was asking them to do in an attempt
to get them all up to speed. Identify the largest fraction rather than put all these fractions in order
from largest to smallest.

7. How did you pre-assess students before teaching this lesson?

I looked over their math workbooks two days before and made lists of which students were
struggling with which aspect.

8. Did you use strategies to help students pay attention, forth effort, and/or help students
remember the lesson content throughout the lesson? Give examples.
They worked in groups whereby they made each other pay attention (self-motivated) and had to
extend their understanding by explaining to each other.
I circulated around the class to make sure they werent getting off track and to help clarify for those
in doubt (all girls who were in doubt).

9. Was there a formative assessment? What was it and when did it occur? How do you plan to
use the information provided by the assessment to develop future instruction.

Ongoing math books used in class and for homework to see how they are able to problem-solve on
their own.

10. Did you alter your instruction and/or assessment to meet the individual needs of students?
Give examples.
I challenged the ones who were fluent to answer their questions another way.
Ex. Shiv figured out how much 7/8 was by converting to percent and adding 12.5% to itself 7x. I
asked him if he could also take 100% and subtract 12.5%, and challenged him to try it to compare
results.