Fullerton

 Online  Teacher  Induction  Program  

Pre/Observation/Post  Cycle  Form  (POP)  
Revised  4.20.17  
 
Directions  for  Preparation  for  POP  Cycle  
1. New  Teacher  (NT)  and  Mentor  (ME)  identify  date  for  lesson  observation  and  set  dates/times  for  pre-­‐  and  post-­‐observation  conferences.  
2. Minimum  three  days  before  lesson  delivery,  NT  prepares  POP  Cycle  Form.  
3. NT  completes  Section  1:  New  Teacher  Information,  lesson  plan,  and  Section  2,  Part  A  NT  Reflection.  
4. NT  emails  POP  Cycle  Form  and  Lesson  Plan  to  ME.  
Directions  for  Pre-­‐Observation    
5. Minimum  48  hours  before  lesson  delivery,  ME  reviews  Lesson  Plan  and  Section  2,  Part  A:  New  Teacher  Reflection;  completes  Section  2,  Part  B:  ME  Feedback.  
6. ME  shares  feedback  with  NT  during  pre-­‐observation  conference.  Lesson  plan  is  adjusted  as  needed  and  finalized  for  delivery.  
Directions  for  Observation  and  Preparation  for  Post-­‐Observation  Conference  
7. During  lesson  delivery,  ME  completes  Section  3A:  ME  Observation  of  Lesson  Delivery,  noting  both  Teacher  Actions  and  Student  Actions.      
8. Prior  to  Post-­‐Observation  Conference,  NT  reflects  on  lesson  outcomes  and  completes  Part  3B:  NT  Reflection  on  Lesson  Delivery.  
Post  Observation  Conference  Directions:      
9. Within  48  hours,  NT  and  ME  share  notes;  discuss  lesson  observations  and  outcomes;  complete  Section  4.  All  parts  should  be  transcribed  into  one  document  and  submitted  to  course  instructor.    Information  is  used  for  ILP.  
Section  1:  New  Teacher  Information  
New  Teacher   Email   Subject  Area   Grade  Level  
Betsy  Schutz   betsy.schutz@gmail.com   Multiple  Subject   Kindergarten  
Mentor   Email   School/District   Date  
Mission  Viejo  Christian  Preschool  
Vicki  Zoradi   zoradiv@svusd.org   April  11,  2018  
and  Kindergarten/Private  
Content  Standard   Lesson  Objectives   Unit  Topic   Lesson  Title  
California  Common  Core  
Mathematics  
Counting  and  Cardinality  
2.  Count  forward  beginning  from  a  
given  number  within  the  known   Students  will…  
sequence  (instead  of  having  to  begin   1. Be  able  to  solve  
at  1)  
addition  problems  
3.  Write  numbers  from  0  to  20.    
Operations  and  Algebraic  Thinking   using  dice  to  give  
1.  Represent  addition  and  subtraction   them  the  numbers   Addition  Up  to  10   Addition  Using  Dice  
with  objects,  fingers,  mental  images,   to  add  together.  
drawings,2  sounds  (e.g.,  claps),  acting  
2. Be  able  to  write  
out  situations,  verbal  explanations,  
expressions,  or  equations.   addition  problems  
2.  Solve  addition  and  subtraction  word   such  as  2+3=5.  
problems,  and  add  and  subtract  within  
10,  e.g.,  by  using  objects  or  drawings  
to  represent  the  problem.  
 
CSTP  Element(s)  Focus  for  POP  Cycle    (In  semesters  2,  3,  4,  copy  pertinent  elements  from  ILP  for  POP  Cycle  focus.)  
1  -­‐  Emerging   2  -­‐  Exploring   3  -­‐  Applying   4  -­‐  Integrating   5  –  Innovating  
NT  pedagogical  skills  are  newly  formed  and   Skills  are  developing  as  NT  investigates   Skills  are  applied  as  NT  makes   Skills  are  refined  as  NT  combines  elements   Skills  are  polished  as  NT  expands  ability  to  
just  coming  into  prominence   and  examines  pedagogical  practices     increased  relevant  and  suitable  use   into  a  cohesive  and  unified  pedagogical   add  new  methods  and  strategies  into  
of  pedagogical  choices   repertoire   pedagogical  repertoire    
CSTP   Element   Initial  Rating   Rating  Description  (Identify  both  teacher  and  student  rating  for  CSTP  1  and  2.)  
Establishing  and  articulating  goals  for   Establishes  and  shares  learning  goals  for  skill  development  with  
4.2   Exploring  
student  learning.   students  in  single  lessons  and  sequence  of  lessons.  
Involving  all  students  in  self-­‐ Informs  students  about  learning  objectives,  outcomes,  and  summative  
5.5   assessment,  goal-­‐setting,  and  progress   Emerging   assessment  results.  Recognizes  the  need  for  individual  learning  goals.    
monitoring.   Monitors  progress  using  available  tools  for  recording.  
Section  2:  Pre-­‐Observation  Conference  
Part  A:  NT  Reflection     Part  B:    ME  Feedback  
 
Use  questions  to  guide  reflection  on  the  lesson  plan.   Provide  feedback  on  lesson  plan  reflection.  
The  main  idea  of  this  unit  is  goal-­‐setting  and  
involving  the  students  In  creating  their  own   • Make  sure  original  assessment  allows  
goals  for  themselves.  At  the  beginning  of  the   growth  goal  for  each  student.  (High  
unit  there  will  be  a  pre-­‐assessment  with   percent  of  original  assessment  is  not  
Inquiry  Focus/Special  Emphasis     addition  problems.  From  that  assessment,   optimal)  
• What  is  your  inquiry  focus  and/or  special  emphasis?   students  will  create  a  goal  that  they  think  they   • Teacher  Goals:  Goal  setting  plan  with  
• How  will  you  incorporate  the  inquiry  focus  and/or  
special  emphasis  into  the  lesson?   will  be  able  to  answer  a  certain  number  more  by   student  in  writing.  
What  specific  feedback  do  you  want  from  your  ME?   nd
•
the  end  of  the  unit.  This  lesson  will  focus  on   • Individual  Goals:  I  have  my  2  graders  
creating  more  opportunities  for  students  to   plan  goals  (in  %  or  number  correct)  for  
practice  their  addition  facts.     themselves.  Encouraging  all  
To  incorporate  goal-­‐setting,  I’m  going  to  remind   improvements  for  the  next  month.    
the  students  at  the  beginning  of  the  lesson  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 1 of 7  
 about  their  goal  and  that  they  are  working  this  
week  on  practicing  for  their  goal.    
I  would  like  to  know  more  how  my  ME  
incorporates  goal  setting  in  her  class.  Does  she  
have  kids  write  out  their  individual  goals?  Does  
she  have  her  own  goals  for  them  that  she  tells  
them?  
Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
My  third  focus  student  struggles  
My  EL  student  works  best  with  the   My  focus  student  2  has  ADD  and  
with  sitting  and  focusing,  however  
use  of  visuals  and  manipulatives.   has  trouble  focusing  and  struggles  
he  is  very  smart.  He’ll  act  as  
For  this  lesson,  he  will  be  with  a   in  math.  I  will  have  him  sit  in  the  
though  he  isn’t  listening,  but  he  
Focus  Students   partner  using  dice  manipulatives  to   front  of  the  classroom  during  
• Summarize  critical  needs  and  how   can  complete  tasks.  For  this  
help  him.  I  will  pair  him  with  a   whole  group.  When  the  students  
you  will  address  them  during  this   lesson  I  think  he  will  do  well  
lesson.   student  who  I  know  will  help  him   break  into  partners,  I  will  first  
because  he’ll  get  to  be  out  of  his  
rather  than  just  do  the  work  by   check  with  him  to  make  sure  he  
seat  working  with  his  partner.    
himself.  I  will  also  be  able  to  stop   understands  how  to  do  the  task  
Whole  group,  I’ll  call  on  him  to  
by  their  group  and  understand  that   and  answer  any  questions  he  may  
keep  him  focused  and  engaged  in  
he  understands  the  concepts.     have.    
the  lesson.    
• I  group  my  students  by  strengths  so  
Regarding  my  focus  students,  I’d  be  interested   they  can  assist  someone  who  is  just  a  
to  know  how  my  ME  would  recommend   little  lower  than  them.  For  example:  a  
• What  specific  feedback  regarding  your  focus  students  
do  you  want  from  your  ME?   grouping   t hem.   I   k now   I   s hould   g roup   t hem   w ith   student  who  needs  5  more,  the  helper  
someone  similar  to  them  but  how  do  you  help   student  would  have  passed  that  level.  
them  when  they  lose  focus.     A  high  student  would  help  a  medium-­‐
high,  etc.  
I  would  love  to  know  different  ways  to  capture  
Specific  Feedback  
students’  attention  for  math  lessons.  I  feel  like  I   • A  hook  is  always  preferred!  Something  
• What  additional  specific  feedback  do  you  want  from   often  just  jump  into  the  lesson  instead  of  having   that  gets  them  involved.  (ex.  Games,  
your  ME  regarding  lesson  implementation?  
something  in  the  beginning  that  will  interest  the   movements,  chant,  etc.)  
students.    
At  the  beginning  of  the  lesson,  I  will  remind  
students  how  we  have  been  working  on  our  
addition  goals  and  practicing  different  ways  to  
add.  I  will  then  talk  about  how  today  we  are  
going  to  be  working  on  “counting  on”  by  using  
dice.  I  will  explain  to  them  the  concept  of  
“counting  on”  and  how  you  put  the  bigger  
number  in  your  head  and  count  on  to  add  the  
• Put  the  “hook”  after  the  reminder.  
other  number.  Then  I  will  explain  what  we  are  
• Think  if  you  have  too  much  “talking”  to  
going  to  do  with  the  dice  and  the  worksheet.  I  
Instructional  Planning   them.  
will  then  pair  them  with  a  partner  and  they  will  
• How  is  the  lesson  structured  (opening,  body,  and  
• Maybe  play  a  game  that  you  show  
closing)?   work  together  to  roll  the  dice  and  complete  the  
• What  varied  teaching  strategies  and  differentiated   more  than  you  talk.  
instruction  will  help  students  meet  lesson  goals?   addition  sentences.  We  will  then  get  back  
• What  progress  monitoring  strategies  will  be  used?   • Kinders  need  their  teacher  to  model,  
How  will  results  inform  instruction?   together  and  I  will  review  counting  on  and  
model,  model,  and  play,  play,  play  with  
anything  else  that  I  noticed  students  struggling  
numbers.  
with.    
• Make  it  fun!  
The  different  teaching  strategies  will  be  the  
whole  group  instruction  and  then  the  small  
group  guided  practice  worksheet  with  the  dice.  
To  monitor  students’  progress,  I  will  stop  at  
each  group  and  watch  how  they  are  doing.  I  will  
also  collect  the  worksheet  at  the  end  of  the  
lesson  to  see  whether  or  not  students  were  able  
to  add  correctly.    

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 2 of 7  
 To  help  the  students  stay  engaged,  they  will  get  
a  chance  to  use  the  manipulatives  and  the  dice  
with  a  partner.  We  don’t  often  do  partner  work   • Very  fun!  
Student  Engagement/Learning     during  math,  so  I  think  this  will  be  exciting  for   • Inner  circle/outer  circle  switch  mixes  
• How  will  you  make  the  lesson  relevant  to  all  the   them.     up  partners  too!  
students?  
• How  will  students  show  progress  towards  master  of   Students  will  show  progress  in  creating  their   • I  like  to  keep  track  of  my  students’  
lesson  objectives?  
addition  sentences  by  completing  the  dice   progress  monitoring  to  share  with  
addition  worksheet.  I  will  collect  the  worksheet   their  parents.  
at  the  end  of  the  lesson  and  note  whether  or  
not  students  showed  mastery  of  the  objectives.    
I  will  maintain  a  positive  learning  environment  
by  encouraging  the  students  to  work  nice  with  
each  other.  When  I  hear  students  working  nicely  
together  I  will  call  them  out  and  say  “I  love  how   • This  can  get  a  little  rowdy  with  dice  
Classroom  Management  
• How  will  you  maintain  a  positive  learning   so  and  so  are  working  together”.    I  will  also  use   flying  so  I  suggest  having  a  felt  mat  
environment  with  a  welcoming  climate  of  caring,  
respect,  and  fairness?   the  Build  Your  Rainbow  chart  and  when   that  students  roll  their  dice  on.  
• Identify  specific  classroom  procedures  and  strategies   students  are  working  nicely,  I’ll  build  their   • Does  each  student  have  their  own  set  
for  preventing/redirecting  challenging  behaviors.      
rainbow  for  them.  When  in  whole  group,   of  dice  or  are  they  sharing?  
students  will  be  asked  to  sit  in  checkpoint  
position  and  to  raise  their  hands  when  they  
want  to  answer  a  question.    
I  will  close  my  lesson  by  bringing  everyone  back  
to  their  seats  and  doing  whole  group  
instruction.  I  will  do  a  quick  recap  of  the  lesson  
and  how  students  can  count  on.  As  an  exit  ticket  
I  will  have  students  tell  me  an  addition  sentence  
that  they  got  when  working  with  their  partner.  
Closure   • Will  students  get  to  see  their  new  
How  will  you  close  your  lesson?       To  assess  better,  I  will  collect  the  dice  addition  
•
assessment  and  make  “new”  goals?  
• How  will  you  assess  student  learning  and  prepare   worksheet  to  check  whether  or  not  the  students  
them  for  the  next  lesson?   (for  their  own  future  goal  setting)  
understood  how  to  create  addition  sentences.  
The  next  lesson  will  be  another  addition  lesson,  
however,  we  will  use  a  different  manipulative.  I  
can  take  the  information  from  this  lesson  and  
re-­‐teach  certain  things  that  I  notice  students  are  
struggling  with.    
Section  3:  Observation  of  Lesson  Delivery  
  Part  3A:  ME  Observation  of  Lesson  Delivery   Part  3B:  NT  Reflection  on    
Teacher  Actions   Student  Actions   Lesson  Delivery  
Student  groups  answered  w orksheet  questions  that  included  all  
EXAMPLE   When  teacher  reviewed  worksheet,  she  asked  additional  questions   Students  completed  the  w orksheets  and  w ere  able  to  ask  questions.  
levels  of  Bloom’s  (“Identify  6  problem-­‐solving  strategies;  pick  two  
CSTP  1:  Engaging  All  Students     of  analysis  and  evaluation  (“which  problem-­‐solving  strategy  do   Most  groups  needed  revisions  for  their  questions;  
strategies  and  identify  at  least  one  similarity  and  one  difference  
• In  what  ways  were  students   you  prefer?  How  could  you  create  a  m ath  problem  that  could  be   comparison/contrast  was  the  m ost  common  analysis  question.    I  
between  them”).    Groups  then  selected  a  strategy  and  created  
engaged?       solved  with  this  strategy?”)     need  to  give  them  a  Bloom’s  question  stems  handout  next  time.  
two  m ath  problems  to  exchange  tomorrow.    

In  regards  to  specific  feedback,  I  

wanted  to  know  more  information  
about  how  to  really  hook  the  
students  into  the  lesson.  They  
• Students  were  so  excited  to  see   absolutely  loved  the  Monster  we  
Specific  Feedback   • Happy  to  see  that  the  “hook”  was  
their  teacher  draw  “her”   created.  It  was  such  a  good  hook  and  
• What  information  can  you   fun!  “Roll  a  Monster”  
provide  the  NT  regarding   monster.   really  got  them  excited  about  what  
requested  special   • This  was  a  way  to  engage  all  
feedback?   • Comments  were  very  animated.   we  were  going  to  do.  I  wish  I  better  
students  up  front.  
• It  worked!   explained  to  them  that  they  weren’t  
going  to  make  the  monster  for  the  
actual  lesson,  but  later  in  the  day  
most  of  the  students  were  able  to  
create  their  own  monster.    

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 3 of 7  
 My  students  loved  using  the  dice  for  
the  lesson.  They  were  engaged  in  
creating  the  addition  sentence  and  
completing  the  worksheet  because  
they  were  using  hands  on  learning.  
Some  students  struggled  to  stay  
focused,  so  I  had  to  make  sure  that  
the  partners  were  working  together  
and  that  one  partner  wasn’t  doing  
the  majority  of  the  work.  
The  students  were  excited  to  learn  
more  because  they  all  had  their  
CSTP  1:  Engaging  All   • Very  engaged  and  attentive  
math  goals  in  their  mind.  I  made  
Students     towards  all  students   • All  students  were  engaged  and  
• In  what  ways  were  students   them  aware  that  all  the  addition  
engaged?    How  were   • She  gave  them  modeling  skills  for   excited  during  entire  lesson.  
activities  we  did  this  week  
students  not  engaged?   success.   • Students  asked  for  clarification  in  
• How  did  students  contribute   (dominoes,  dice,  counters)  were  
to  their  learning?       • Teacher  modified  for  various   their  learning  environment.  
• How  did  teacher  and/or   going  to  help  them  get  a  step  closer  
students  monitor  learning?   learning  styles;  she  gave  one  dice   • Students  able  to  work  in  pairs  on  
to  completing  their  goals.    
• How  were  the  focus   for  an  advanced  group.   the  floor  but  they  were  given  
students  engaged  and   To  monitor  the  students,  I  walked  
supported  throughout  the   • Focus  students  successful  at  the   specific  rules  for  working  in  pairs.    
lesson?   around  to  make  sure  they  were  all  
task.    
understanding  the  instructions  and  
to  help  them  “count  on.”    
My  focus  students  actually  did  really  
well.  My  focus  student  2  struggled  a  
little  bit  in  the  beginning  with  
throwing  the  dice,  but  then  I  went  to  
him  and  told  him  if  he  couldn’t  
follow  the  directions,  he  would  have  
to  sit  in  his  seat  to  work.  The  other  
focus  students  were  engaged  and  
worked  well  with  their  partner  and  
completing  the  assignment.    
Students  contributed  to  create  an  
effective  learning  environment  by  
listening  and  being  interested  in  the  
lesson.  They  were  genuinely  
interested  in  the  lesson  and  they  
worked  well  their  partners  to  help  
• Teacher  modeled  whole-­‐class  and   achieve  the  lesson  objectives.  
reviewed  rules  and  expectations.   I  helped  create  an  effective  learning  
• Students  listened  and  followed  
• Teacher  refocused  for  noise   environment  by  being  prepared  but  
CSTP  2:  Effective  Learning   all  expectations.  
Environment   control  by  turning  the  lights  off   also  by  explaining  the  lessons,  
• How  did  students  and   • Students  worked  well  and  
• Teacher  allowed  students  to  be   directions,  and  modeling  to  the  
teacher  contribute  to  an   supported  each  others’  learning.  
effective  learning   on  the  floor.   students  multiple  times  how  to  
environment?   • Students  mastered  addition  
• Students  were  able  to  Build  their   complete  the  task.  I  also  gave  
sentences.      
Rainbow  for  following  directions   specific  group  rules  so  that  students  
correctly  at  the  end  of  the  lesson   knew  how  they  were  expected  to  
behave  while  working  in  their  group.  
By  doing  these  things,  it  created  an  
environment  that  set  everyone  up  to  
succeed  so  that  I  could  focus  on  
students  that  may  need  a  little  extra  
help.      

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 One  way  students  showed  they  
understood  the  subject  was  by  
completing  the  worksheet.  However,  
the  best  way  I  was  able  to  see  
students  understanding  was  by  their  
CSTP  3:  Organizing   exit  ticket  of  giving  me  an  example  
• Students  were  able  to  
Subject  Matter   of  an  addition  problem.  If  a  student  
• What  actions  of  the  NT   • Teacher  frontloaded  and   collaborate  and  learn  from  each  
contributed  to  student   gave  me  an  addition  problem  and  it  
modeled  each  step  of  this   other  with  this  pair-­‐share  
assimilation  of  subject   was  incorrect,  I  had  them  think  
matter?   assignment   method  
• How  did  students  construct   about  it  and  then  I  went  back  to  
knowledge  of  subject   • Teacher  reviewed  prior   • Students  asked  questions  and  
matter?   them  a  little  later  to  see  if  they  
knowledge  on  which  to  build  new   teacher  reviewed  how  to  put  the  
• What  misconceptions  did   actually  understood.  
students  have  and  how   learning.     bigger  number  in  their  brain  and  
were  they  addressed  by   One  thing  I  think  a  few  students  
the  teacher?   count  on.  
were  confused  about  was  how  they  
are  supposed  to  each  roll  a  die  and  
then  add  those  two  numbers.  When  
I  noticed  students  confused,  I  went  
to  their  group  and  helped  them  with  
their  misconceptions.    
One  way  students  were  supported  
was  through  the  way  I  paired  them.  
They  were  paired  with  someone  who  
had  a  similar  math  goal  to  
themselves.    
CSTP  4:  Learning   Students  participated  by  raising  their  
Experiences   • Teacher  had  a  built-­‐in  challenge   • Students’  participation  was  
hands  in  the  beginning  and  then  by  
• How  were  students   for  her  higher-­‐leveled  thinkers  by   evident.  Not  one  student  was  off-­‐
supported  through   completing  the  worksheet  and  
differentiated  instruction?   having  them  only  use  one  die.   task.  
• How  did  students   working  with  their  partner.    
participate?   • Teacher  was  very  supportive   • Student  learning  was  also  
I  helped  contribute  to  student  
• How  did  the  NT  contribute   through  monitoring  each  group.     evident  on  the  worksheet.    
to  student  learning?   learning  by  explaining  the  directions,  
the  rules  for  working  with  groups,  
and  by  walking  around  and  making  
myself  available  for  them  to  ask  
questions  and  to  assure  them  they  
were  doing  the  assignment  correctly.  
Students  demonstrated  achievement  
by  working  together  with  their  
partner  and  completing  the  
worksheet  to  create  an  addition  
sentence.  When  I  look  at  their  
worksheet  I  am  able  to  see  whether  
or  not  students  were  able  to  create  
• Teacher  would  correct  their  exit   • Exit  addition  sentence  was   addition  sentence  and  whether  or  
CSTP  5:  Assessing  Student   sentence  of  addition  if  needed.   required  of  each  student  before   not  they  understood  the  activity.  At  
Learning  
• How  did  students   She  would  guide  them  in  their   they  could  get  additional   the  end  of  the  lesson  I  also  asked  
demonstrate  achievement  
of  lesson  objectives?  
correction  and  give  them   homework  practice  page.     them  to  give  me  an  addition  
• In  what  ways  did  students   different  ways  to  count  (using   • Only  two  students  did  this   sentence  that  they  got  with  the  dice  
struggle  or  demonstrate  
limited  understanding?   fingers  or  looking  at  the  dots  on   incorrectly.     so  that  showed  me  real  quick  if  
• What  teacher  actions  
contributed  to  student  
the  dice  again).   • Students  were  given  homework   students  achieved  the  lesson  
achievement?   • Then  the  student  would  correct   for  extra  practice  to  work   objectives.    
this  verbally  back  to  teacher.     towards  their  goal.     There  were  a  few  times  I  could  tell  
that  students  did  not  understand  the  
concept  of  “counting  on.”  I  wish  I  
had  done  a  better  job  of  explaining  
how  to  count  on  to  the  students.  I  
tried  to  go  to  each  group  and  let  
them  know  what  I  meant  by  
counting  on  and  I  could  tell  some  
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 understood  while  others  did  not.  
I  think  students  achieved  the  
objectives  because  I  explained  what  
the  goal  was  to  them.  They  knew  
that  they  were  working  towards  
their  addition  goal.  I  also  think  
students  did  well  because  I  
explained  directions  and  modeled  
the  worksheet  for  them.      
Section  4:  Post  Observation  Conference  
I  think  all  the  students  did  a  really  good  job  during  the  lesson  and  with  the  objectives.  During  the  lesson  I  
walked  around  to  assess  how  students  were  doing  and  then  I  also  collected  the  worksheets  they  were  working  
on  to  assess  the  students.  I  also  had  the  students  tell  me  an  addition  sentence  as  an  exit  ticket  so  I  was  able  to  
To  what  degree  did  students  
achieve  lesson  objectives?   see  whether  or  not  students  achieved  the  lesson  objective  that  way  as  well.  All  of  the  students  were  able  to  say  
an  addition  sentence  and  they  all  understood  the  objective  of  rolling  the  dice  and  then  adding  them  together.  
All  of  the  students  were  also  excited  about  their  goals  they  were  working  towards  in  regards  to  the  addition  
unit.    
Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  
My  focus  student  2  struggled  with  
Focus  student  3  achieved  the  
staying  focused  during  the  lesson.  I  
My  ELL  focus  student  actually  did   lesson  goals.  During  my  modeling  
actually  had  to  go  up  to  him  and  
way  better  than  I  thought  he  would   and  explaining  of  the  assignment,  
his  partner  at  one  point  because  he  
do  on  my  post-­‐assessment  for  this   he  struggled  with  staying  in  his  
was  throwing  the  dice  around.  
lesson.  During  the  lesson  he  did   seat.  What  helped  him  was  letting  
Once  he  got  to  work,  his  partner  
well  at  listening  and  I  modeled  how   him  and  his  partner  choose  where  
To  what  degree  did  focus   and  him  were  able  to  achieve  the  
to  do  the  assignment  many  times   they  wanted  to  work.  They  
students  achieve  lesson   lesson  objectives.  He  used  the  dice  
objectives?   so  he  was  able  to  understand.   worked  on  the  floor  and  he  was  
to  create  addition  sentences  and  
During  the  lesson  I  went  up  to  him   able  to  stay  focused  on  the  
then  when  I  asked  him  for  an  
and  his  partner  and  I  made  sure   assignment.  They  used  the  dice  to  
addition  sentence  as  an  exit  ticket,  
that  he  understood.  By  the  end  of   create  addition  sentences  and  
he  was  able  to  tell  me  one.  I  think  
the  lesson,  he  was  able  to  write  and   when  I  look  at  his  worksheet,  he  
with  him,  pairing  him  with  a  
tell  me  an  addition  sentence  so  he   completed  the  assignment.  At  the  
partner  that  would  keep  him  on  
achieved  the  lesson  objectives.     end  of  the  lesson,  he  was  able  to  
task  was  what  helped  him  be  able  
tell  me  an  addition  sentence.    
to  achieve  the  objectives.    
If  I  had  to  teach  this  lesson  again,  I  would  have  explained  the  hook  differently.  I  loved  my  idea  of  the  hook,  
however  I  felt  like  they  were  so  into  the  hook  because  they  thought  that  the  hook  was  the  assignment.  I  would  
What  would  you  do  differently  
next  time?   have  explained  better  that  the  hook  was  just  an  introduction  to  the  lesson  instead  of  the  actual  lesson.  I  also  
should  have  printed  more  copies  of  the  “create  your  monster”  hook  and  given  the  option  of  creating  their  own  
monster  as  they  finished  the  lesson.    
1. I  think  I  did  a  good  job  at  modeling  and  monitoring  the  lesson.  I  modeled  the  worksheet  for  them  a  couple  
of  time  so  that  there  would  not  be  much  confusion.  I  also  anticipated  questions  that  may  arise  and  I  tried  to  
answer  those  before  they  were  asked.  I  also  walked  around  and  monitored  the  pairs  working  together.  I  
helped  groups  that  needed  help,  challenged  groups  that  needed  to  be  challenged,  and  made  sure  I  was  
available  if  anyone  had  a  question.  
2. Another  strength  of  this  lesson  was  that  the  students  were  engaged  throughout  the  entire  lesson.  I  feel  that  
What  were  three  top  Lesson   students  were  involved  from  the  beginning  of  the  lesson  to  the  end.    They  were  excited  about  the  hook,  
Strengths?   working  with  partners,  and  using  dice  for  math.  There  was  never  a  time  I  had  to  redirect  a  group  for  not  
doing  the  task;  they  were  all  following  directions  and  doing  what  was  asked.    
3. After  talking  to  my  mentor,  another  strength  of  this  lesson  was  utilizing  partner  pair/share.  The  students  did  
really  well  with  their  partner  and  they  were  able  to  help  each  other.  I  chose  their  partners  based  on  my  pre-­‐
assessment  for  this  unit  and  they  were  able  to  help  guide  each  other.  There  were  times  I  overheard  
partners  helping  each  other  out  and  working  together.  I  could  have  had  each  student  done  this  on  their  
own,  but  I  think  using  partners  was  a  good  choice  for  this  particular  lesson.    
1. One  thing  I  felt  I  could  have  done  better  was  focusing  on  my  focus  students  some  more.  I  paired  them  with  
What  were  three  top  areas  for   partners  and  since  they  were  all  engaged  and  doing  the  task,  I  feel  like  I  didn’t  support  them  as  well  as  I  
improvement?   should  have.  I  should  have  taken  the  time  to  talk  to  each  focus  student    (especially  focus  student  1&2)  after  
the  lesson  and  see  whether  or  not  they  understood.    

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 6 of 7  
 2. When  I  look  back  at  the  students’  worksheets,  I  see  that  many  students  reversed  their  numbers.  I  should  
have  talked  more  about  printing  numbers  and  reversing  the  numbers  in  printing.  When  I  walked  around  to  
each  group,  I  should  have  pointed  out  number  reversal  and  had  students  fix  it  so  that  they  could  be  aware  
they  were  doing  it.    
3. Another  thing  I  would  have  improved  on  is  my  explanation  on  my  hook.  I  would  have  made  is  more  obvious  
to  the  students  that  the  monster  activity  was  just  a  fun  thing  to  do  before  the  actual  lesson.  They  seemed  
too  invested  in  the  hook  that  I  worried  that  they  wouldn’t  listen  to  my  actual  lesson.      
My  next  steps  are  to  continue  to  teach  addition  and  how  to  create  goals  in  learning.  I  want  to  continue  to  be  
better  at  creating  measurable  lesson  goals.  I  feel  like  that  is  something  I  struggled  with  doing  a  little  bit  during  
What  are  next  steps?   this  lesson.  For  example,  I  could  have  said  I  wanted  at  least  80%  of  my  students  to  be  able  to  create  their  own  
addition  sentence.  My  mentor  and  I  also  discussed  measuring  the  goal  against  data  and  doing  more  of  that  in  
my  teaching.    
Other  Comments/Notes    

All  parts  of  this  form  should  be  transcribed  (typed;  not  hand-­‐written)  into  a  single  document  and  submitted  to  course  instructor.      
Information  from  this  POP  Cycle  should  be  summarized  on  the  NT  ILP  as  appropriate.  
 

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