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Ms.

XYZ,
I'd like to highlight what I saw during my classroom walkthrough on Oct 28, 11:00-11:30am, 3rd period:
Criteria
1. Facilitates organized, student-centered,
objective-driven lessons
2. Checks for student understanding and
responds to student misunderstanding

3. Differentiates instruction for student needs by


employing a variety of instructional strategies
4. Engages students in work that develops in
higher-level thinking skills

5. Maximizes instructional time


6. Communicates content and concepts to
students
7. Promotes high academic expectations for
students

8. Students actively participating in lesson


activities
9. Sets and implements discipline management
procedures

10. Builds a positive and respectful classroom


environment
Criteria (Cycle 1)
1. Class goal (e.g. every student will achieve at
least 80% mastery)
2. Class rules/expectations (e.g. be on time, be
respectful, be prepared, be attentive & on task)
3. Class culture/atmosphere
4. Math/college posters
5. Teacher involvement with students
6. Teacher questioning techniques
7. Checks for understanding

Observation & Remarks


Students copy notes down (definitions, key words) on linear
functions.
Calls on (random?) students for responses. A few students use
hand gestures to demonstrate understanding on what y- and x-axes
are. Left a sheet of paper in your mailbox illustrating different
ways to check for understanding (CFU); whole-class CFU from time
to time in a lesson helps you pinpoint how much the students are
progressing in a lesson and to keep them engaged too.
Verbal and visual (projector) lesson. I like hand gestures that go
hand-in-hand with certain math concepts e.g. positive slope implies
a linear function is rising, showing the hand rising from left to right.
Great that allusion to real-life examples is made, connecting math
to relevant, meaningful examples that students can relate to. Im
not particularly sure how much youd like to extend a discussion on
such real-life examples although Im all for such discussion. A twominute think-pair-share and then a two-minute whole class
discussion would help in such extension/discussion and in their
helping each other to check each others understanding.
Yes, and students are productively working while teacher is
monitoring around the room.
Clear voice. Fast pace speech captures kids attention, which
means at times slower pace might just capture their attention as
well (this is the teachers call).
Praises students for their participation. Teacher breaks main
concept down into guiding questions, leading students toward
mastery. Acknowledging, different from praising, kids for their
participation, positive behavior, or hard work is another way to
build a conducive class culture.
Yes! Great group of kids learning with teacher leading the way.
The recommendations in bold above would get them more active in
their learning.
Walks around the room to check in on certain kids. Redirects nonthreateningly and students generally comply. I know some of them
are like whiny babies, but thats okay, let them be, as long as they
comply and re-focus on their learning or work.
I feel belonged to the class. The kids general behavior seems to
indicate the same.
Observation & Remarks
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.

8. Lesson objectives/agenda
9. Lesson opening/engagement
10. Lesson activities
11. Lesson closing

Will discuss on progress made if applicable from Cycle 1.


Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.
Will discuss on progress made if applicable from Cycle 1.

Action Steps: I forgot to see if your lesson objectives were written on your side whiteboard as follows: broken down
into noun and verb parts, straight-to-the-point (which yours had been), and uses the correct mathematical
terms/vocabulary (which yours had been). For example, describe [verb] the properties of a linear function [noun]
including intercepts and slope [noun]. These lesson objectives are to be verbally mentioned upfront and re-visited
from time to time during a lesson and assessed informally or formally when closing out a lesson. That way, your written
lesson objectives on the side whiteboard become relevant and important for your kids.

Feel free to let me know of any help you need. I'm here to help you and to learn from you as well.
Kind regards,
Tan

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