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Fotippopcycle Mershon 1020
Fotippopcycle Mershon 1020
Fotippopcycle Mershon 1020
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
How can I use physical tools and manipulatives You can use students’ interests when coming
Inquiry Focus/Special Emphasis to make an abstract concept more concrete to up with your guided practice math problems.
What is your inquiry focus and/or special emphasis? my students? How do I use the interests of my Try relating them to what you know about
How will you incorporate the inquiry focus and/or
special emphasis into the lesson? students to create an exciting lesson that also students, or choose the upcoming holiday as a
What specific feedback do you want from your ME? gives support to students that have a variety of theme. Consider what your students are
learning styles? excited about.
What kind of language tools can I give my EL
student to support her understanding of I think you are providing great supports to
Inquiry Focus/Students
counting on? What kind of accommodations your focus students. If necessary, you can also
What specific feedback regarding your focus students
do you want from your ME? should I use to ensure that all of my students can provide additional visual cues for you EL
gain a concrete understanding of what it means student.
to count on?
Your more advanced students could be
Are there further supports that could be
Specific Feedback assistant teachers and paired with those that
included to meet the diverse needs of my
What additional specific feedback do you want from might need additional support. This also gets
your ME regarding lesson implementation? students? Are there any other extensions that
your advanced students talking about what
would support my advance learners?
they are learning.
Opening: We will open by discussing why
addition is important? Students will make real-
life connections to math. Then, we will talk
about the strategies we’ve learned so far that
help us to add efficiently and accurately.
Body: The teacher will review a number line, and
then demonstrate adding two numbers by
counting on from the larger number. The
teacher will identify the larger number, show it
on the line, and then “hop” by drawing lines the
number of places as the smaller number. After a The supports are embedded in the lesson. I
few examples, the students will receive their think your differentiation is in the lesson. I
Instructional Planning
How is the lesson structured (opening, body, and own mats for guided practice with the teacher. would make sure that you give students the
closing)? They will then head outside to practice the skill chance to explain their thinking at some point
What varied teaching strategies and differentiated
instruction will help students meet lesson goals? with chalk number lines where students will be during the lesson. Your assessment with an
What progress monitoring strategies will be used? partnered and given math fact cards and asked exit ticket is appropriate and will give you a
How will results inform instruction?
to take turns hoping on the chalk number line to sense of which students might need
count on. Differentiation: Some students will be additional supports or reteaching.
given number sentences with the larger number
placed first, as an accommodation. I will also
give some students a small poster that shows
them the process to follow.
Closing: They will be assessed using an exit ticket
that will require them to use a number line to
solve an addition number sentence.
Assessment: I will use the data from the exit
ticket to assess student understanding and
needs.
We have been learning addition strategies and
discussing why it is important to add, and how
there are ways that make it faster. This strategy
can help students to add quickly. I plan to
incorporate strategies that are interactive. You can incorporate student interests in the
Student Engagement/Learning
How will you make the lesson relevant to all the
Students will have a visual of a number line that addition stories that you use as examples
students? they will use to show counting on. They will also when doing guided practice together. You can
How will students show progress towards master of
lesson objectives? have the opportunity to physically hop on a line also relate the problems to
as they learn the strategy. Halloween/pumpkins/etc.
To demonstrate their understanding and
progress, I will have students independently
complete an exit ticket that requires them to use
a number line to solve an addition problem.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
Student expectations for the activity will be
reviewed before handing out any materials or
starting the activity. I will model how to use
Classroom Management
materials and how to safely complete the
I like that you are discussing how to use
How will you maintain a positive learning activity. By discussing this before, it allows
environment with a welcoming climate of caring, materials and the expectations before the
respect, and fairness? students to be successful. If necessary, I can use
activity. Hand signals are great for quickly
Identify specific classroom procedures and strategies my hand signals to remind students of the
for preventing/redirecting challenging behaviors. redirecting behavior.
volume level. We also use “call and repeat”
signals to get attention and give further
instructions or redirections in a respectful
manner.
After having time with a partner on the chalk
number line, I will have students independently
complete an exit ticket that requires them to use
Closure An exit ticket will give you data to use when
How will you close your lesson? a number line to solve an addition problem. Our
How will you assess student learning and prepare planning further lessons. You should follow up
math is completed at the end of the day, so this
them for the next lesson? on this concept again at a later time.
ticket will be the last activity before pack-up. I
will use the data to assess student
understanding and needs.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
In what ways were students prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Specific Feedback
What information can you
provide the NT regarding
requested special
feedback?
CSTP 3: Organizing
Subject Matter
What actions of the NT
contributed to student
assimilation of subject
matter?
How did students construct
knowledge of subject
matter?
What misconceptions did
students have and how
were they addressed by
the teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
CSTP 4: Learning
Experiences
How were students
supported through
differentiated instruction?
How did students
participate?
How did the NT contribute
to student learning?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objectives?
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.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 4