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SeciAe swores = - Hous DBs you SELIOE orc sSUWOELTD You CALE Uren Re Asse S ? - How mA Fits Ae&e Lerr raAnde) were GcAsses ?Pace _ PALLISER REGIONAL SCHOOL: Nees 88 CLASSROOM OBSERVATION NOTES Te: February 9, 2015. SCHOOL: __CES JDENT TEACHER: ___ Kaitlin Smith SUBJECT: Math "OE LEVEL: 2/3 NO. OF STUDENTS: 22, NO. OF LEARNING ASSISTANTS | class discussion at the beginning of cl Students wore ntiontive and engnged in the eonvorsation Responding appropriately (raising hands, waiting thair turn, te.) Romindors to be quiet and transition quickly as handouts were being passed out Routines appear to be well established und management lechniques were used effectively Ge, provided directions to put one hand over mouth and one hand on hoad s9 you eoulld tell thoy wore ready). Continuod with lesson Referenced the handouts (hundreds chast-and number Again, students worn attentive and paxticipated in the nsitioned to. video oa the smart board Directed to have pencils on their desks to prepare to wateh the video — this transition was also done quickly and quiotly. Good! use of technology reinforce the key ideas for rounding a number 4 step process wns explained in the video ~ how eauld these slaps be reviewed reinforced after the video", Could they be listed on the board and ona handout and then used ae checklist? amed to full class lesson ‘Diseussion about when and why we would round, Completed oxamples as a olnas and displayed on the omart board 0 students cout ‘This was effective for providing a visual reforenee for the students to follow. Completed examples similar to the worksheet questions to prepare them for indiviiual work time Although students wore quiot and many continued to participate, wore all students ae engaged at this point as they wore at the beginning of the lesson? follow the prozess. sider longth of time for whole class Isesone/ discussione (approx. 30 minutes before individual work time) Who io doing the talking/ learning? How interactive is the lesson/ activities forall the students? sider different ways to present the information such as pair shave, partner’ small group taaks to Fround numbers and then report back, brainatorin list of times you would round, ote. syAllow time for all students to think aud complete a task before showing as a whole grou humber'and explain why, what steps did you sise to ound the mmber? ete) fie, round thi vidual work time Cireulated tHirough the elass and provided individual enconragament and support as needed Provided positive reinforcaments to students during both full class dieoussions and while supporting students during individual work time. stusion ixit alip — this ia en effective way to gain their attention and it will provide you with « quick seference of whether students understood the ccncents from the lesson, FERENCE DATE: SIGNATURE:et Student Teacher: WasX\gn Soni Wr event: °s Vs swiect: Ma Ma me: Wack [us o schoot Coeur sh Elennetrery Tatroduckien ~ leas oxgheretins bdireedien, = iyaaligls Waging Mime. an Maat, = goed Valera ddan WEAR quar Shoda ~ TD Ve Be wrayer cereale > NG somabinnes Mes arg ke ged rooney shock ak Me Line Bun cle Bel, m clear dag mn binn of conn Cnbbraching Hore digth melon = eke gta on compet: maqam, drewlabion la akerackisn Vary geod CAesare Staal ew nanan sige seal ea son Aiea faa = Wall Daal Peer agpacr comberdabled Condit ~ Yoke oh 2Wda dire ea Ring Looks Azone cine aly: ~ you BoHvuly ening wha yur are Sorng aad Packvs seMacle wr lho gone Sha keds tespord be gon = yew art Corboinly very close bo being Tender’. Ruy, are More. - yesPAGE _ PALLISER REGIONAL SCHOOL! CLASSROOM OBSERVATION NOTES March 12, 2015 SCHOOL: __CES. DENT TEACHER: Kaitlin Smith, SUBJECT: _Math DE LEVEL: 2/3 NO. OF STUDENTS: 22, NO. OF LEARNING ASSISTANTS: 1 fied the Tesson with the whole It was clear what concepts and activities they would be working on in this lesson Although thie was offective, you could consider providing a visual agonda/ outli activities for the lesson Roviowod expectations and noise level fox the first activity Quickly transitioned to a math card game Studonte wore fully engaged in thie activity noise level was appropriate for this activity you civeulated throughout the room to check-in with etudenta and provide eupport ae nocdo Transitioned to next activity ~ mad minutes recognized atuconte for positive behavioure during this traneition (hank you to for...) cloa® inetructiona and time for questions before beginning the activitios Although most students appeared to follow along with marking the mad minutes, consider the lovel of engagomont and amount of time thie takos. Instead, cowld they do a partner check? use a key and check in small groups? self check using a key on the smart board? work Handouts for each student Again, you provided clear instructions and eufficient time to complete the tasks Although this was effective, you could consider using a visual timer on the smart board for the students to reference Stuslents were able to participate in full class discussion and reference the words on the smart board a: they completed the work at the vocabulary worlk on their own. ‘This was an effective way to include both full class interaction with student participation and a high level of etudent engagement. ‘The pace was appropriate for the activity Using whiteboards while completing the word problems as a class is another effective way to ensure al students are engaged. ‘This also provided you with immediate feedback! formative assessment to determine their understanding, \ghout this lesson you provided a number of connected activities to maintain student engagement. Fapparent that this lesson was well planned and you adjusted the pacing af (he lesson and number of ties to ensuxe students understood the concepts. ig the Inst part of the leason, you modeled how to solve wor problems How do you plan to progress on this concopt in the next lessons? How do you balance between modeling the steps and allowing the staudents to think, and share their approach? Is there a specific method for adding or subtracting numbers up to 1000? vident that routines are well established Positive classroom climate and rapport with the students oar instructions and review of expectations before beginning the activities Positive feedback and appropriate cueing throughout, the lesson Shuelents were attentive and engaged throughout the lesson plore RENCE DATE: SIGNATURE:wife surent reacner: ACte Pig SLE toveraradeX/% sujet Socteed Stweloee pate: “Wherwek, (9, 2ott ooroot Qorthecst: Elemuchey Clents atlhenbiar. © oecte Beep? Os7 Lb " SA geta pole sow Ae Chass. chess roorn rricnagerne Stn LE: hill, Kertler, leek active den OUOOLEILINYG thin bd a who Oatld hare ella flow Chee cet CALMS WO PIA NAGE LW “Shou? Fi oun fo sttli tr who rrocel Che cl pehervi our. SL Aedes Pp actas 0 Checls prey ue po" Ufone Uy oumatti, Chee Stu clioney Gite Lei thaoo Lleich bowks or Cee there other ea eoteLo tan uae Gg cuted, Orfeo en? (shesehen Ls yrigps Syniud woud War? SA Ane chert sutd pe aecompel Checl Lin. Chass ~ Sede Lhe fou poise Wiel. F Orcelaetid; Ms Ock Gwe eh mse) polinclentd GA ony teak. Peecishivk yehteed SPUALGY for AD frecerag Coneepte ace. ST. Q/oL4 chil @ lene chet. ¢sprias! bey Ugoups shicheradrs Aor farsa hinirg po ro 5. Sku tlinis Weel tengo gel enel nlirratecl wubiect mettle. Kottyy ou Pre 1s eyrbte d cupportise « foe riconketimech Ox fM0s lene. winend ond rorrnente Wer Lo foe pacer : O Cea, Ot Clog foclag si Tonchar = a comm Sf Maneheayy. + the tee cher ss. AGgiir, F ne ntacly 4PAGE cD hs. PALLISER REGIONAL SCHOOL wow so CLASSROOM OBSERVATION NOTE SS eee March 24, 2015 SCHOOL: __CES - ENT TEACHER: Kaitlin Smith SUBJECT: _ Social Studies DE LEVEL: 2/3. NO. OF STUDENTS: 22. NO. OF LEARNING ASSISTANTS: 2 instructions provided at the beginning of the lesson ints were attentive and participated in the discussion tations for work time were reviewed wed key information as a large group prior to beginning group work ‘This was an effective way to activate prior knowledge and prepare students for tho group work time ‘ed-in with groups and provided assistance as necessary the folders and inserts was an effective to organize the learning w technique Providing an opportunity to research and become an expert before sharing with other classmates was an effective approach for this topic tive and engaging lesson ive groups determined? I groups expected to share information with others? ve a specific amount of time to complete the research and share with other groups? vill the folders be assessed? vill you build on these lessons? What will be the learning activities after completing the ‘ch for each country? How will you culminate the unit? [ENCE DATE: SIGNATURE:Cyplhis Seka L Shewola A Se SH chee Aaglecte on last, Laan - fopec Lh taihe b - She cle nts rv iumto gore? fo 2 hehe, rhe pi acheng ALar vccurd gn. Shaa bo & Gee sta for asinfoher lo concep keortud porn Luke tee beet * w, Uke fede aa & get orgeureget & AL for meenegeng eliectert paeetaioedOL Los ELD Se geass yf eet Sponge ceclinty, ct) Stuclini) hd ae wee glerng lak Uke Abahirg, level & whe bev fe seteing buddy” That vor & nas feck - carnal Owe for wtetlhint FO“ bet ABlivelints Or Unceugry gael incline 2 dy.’ Manca ow heck” Chu hep fanstind und anil hee wlutlinds Aticly for he, 1. Shy foo Jrowding re Aeate trebeeg |