Formal Classroom Observation #: 4

Post-Conference (Planning Conference) Questions

Teacher Candidate: Matelyn Yarbrough Date: 10/19/2020

Questions for reflection and discussion:

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

This lesson was successful within the reigns of student understanding and achievement. For my personal lesson success, I feel
ambiguous towards my personal success within the lesson. The students learned that material of the lesson. They were able to
answer scaffolded questions throughout the lesson. Once the students started practicing with their concrete manipulatives that
were able to show an even higher level of comprehension with their work. This understanding was consistent throughout their
Seesaw journal work as well. I will continue to look for lesson comprehension for future lesson. This lesson was the basis of
the rest of the topic.

2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement
and understanding?

If I were to bring samples of student work, I would share their whiteboards. During the lesson, the students used counters and
whiteboards as a concrete manipulative for understanding part-part-whole. Towards the end of the live lesson, I had the
students use their mats to create the number eight. I did an example of four and four. I had many students who responded with
different answers but a few who responded with my example. For the students who responded with the same answer as my
example, I believe there was a different motive for the responses. For some, I think they missed the directions due to
distractions, but for others, I think it was evidence towards their understanding of the topic. Having the students find the parts
of eight encouraged higher order thinking, reflecting in a broad spectrum of responses.
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute
to student learning?

At the end of ELA, right before math, I had the students get out their counters so they could play with them at lunch time. I
wanted the students to have time to play and mess with their counters before they needed to use them for work. In my opinion,
this helped eliminate some of the novelty of using new manipulatives. Last week, we had introduced new manipulatives and
we had a difficult time using them for their correct uses. Learning from that, having the students play with them before really
helped with the management in the classroom. I was impressed with how well the students focused with their new
manipulatives because I did not feel like I stated the expectations clearly enough in what to do with the materials. I did have to
redirect some students multiple times, some even by name. Unfortunately, some of the students who were needing constant
redirection, were being distracted by parents or family members. It really bothers me to redirect students by name, I firmly
believe you praise in public and discipline in private, but I was finding it difficult to redirect these students with the virtual
boundaries. I am concerned that this will cause more reluctance from some students and loose their interest and engagement in
their learning.

4. Did you depart from your plan? If so, how and why?

I departed from my lesson plan during the guided instruction. I ended up stopping and going more throughout the instructional
videos then I had planned. Thus, resulting in a shorter time allotted for guided instruction. It did not appear to hinder the
students that I chose to shorten the guided instruction of the lesson. The students understood the material and were ready to
work independently.

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To
what extent were they effective?

Throughout the lesson I used a variety of strategies for virtual instructional delivery. I used instructional videos to introduce
the topic and the lesson itself. The students are familiar with using videos for their math instruction and knew the expectations
associated. I also used my document camera. I found that using my document camera to share instruction is more approachable
for the students than doing it fully virtual on the computer screen. During the lesson, I had the students use their white boards
and counters. I wanted to add a kinesthetic and concrete component to the lesson, especially in a virtual setting. The lesson
itself was whole group. The students then work independently in Seesaw.
  If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?

If I had the opportunity to teach this lesson, I would not use the instructional videos back to back. I think I needed more time to break
up the topic opener and the lesson video. I thought it was an information overload and could have been transitioned better. I would
also ask for responses in more of a variety. I felt as if I were asking for responses in the same way for each question, I would like to
develop a use of different responses to keep interest in the lesson. Finally, and most importantly, I would try and use different forms of
redirection. I would love to hear and research forms of purposeful and respectful redirection for the virtual classroo