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
Jess.rodriguez0817@gmail.co
Jessica Rodriguez Math 3
m
Mentor Email School/District Date
Sofia Mota Sxm9436@lausd.net Aldama Elementary/LAUSD November 2, 2023
Content Standard Lesson Objectives Unit Topic Lesson Title
3. NBT.A.1 Use Place value to
Can round to the nearest
round whole numbers to the Rounding Rounding
hundred
nearest 10 or 100.
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 Skills are polished as NT expands ability
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CST
Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
P
1.6 – Monitoring students learning and Adjust Strategies during instruction based on the ongoing monitoring
1 Integrating
adjust instruction while teaching. of individua student needs for assistance, support, or challenge.
2.2 – creating physical or virtual
learning environments that promote
Integrates a variety of structures for interaction that engage students
2 student learning, reflect diversity, and Integrating
constructively and productively in learning.
encourage constructive and productive
interactions among students.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student has some difficulties Student is advanced in math and
Focus Students Student has difficulties
 remaining on task, student is a visual finishes work quickly. Student
Summarize critical needs and how
understanding place value. Student
you will address them during this learner. I will walk around to provide will be given larger numbers to
lesson. will use place value chart along
support, give a number line, and work with. Student will also be
with number line.
chink the work. given rounding word problems.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis? What different ways can I introduce rounding to Make sure to review place value and important
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson? make sure I meet the needs of every student vocabulary prior to lesson
 What specific feedback do you want from your ME?

Have them strategically grouped, provide

Inquiry Focus/Students
 What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
How can I better support students who are
additional resources, and create task cards with
struggling and how can I challenge the ones who
real-world problems that include rounding to
are above grade level
challenge students
For technology Skies is great to provide
Are there different resources I would have used? students with different task depending on their
level of understanding.
 We will begin by stating our objective. I will go
ahead and review place value (anchor chart)
Quick review I will write a number students will
let me know if the number is in the ones, tens, or
hundreds. Students will then watch a video on
rounding.
https://www.flocabulary.com/unit/rounding-
numbers/ I use a place value chart to write a
number, circle the number to the right and then
follow the rule of 4 or lower estimate down and 5
or higher estimate up. I look at the place value
Instructional Planning
 How is the lesson structured (opening, body, and chart and number line to help get my answer. I Videos are a great way to reinforce, I like that
closing)? will demonstrate 2-3 times and then have students student work as a class during whiteboard,
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? try it on their whiteboard before they work then partner work, and independent work.
 What progress monitoring strategies will be used?
How will results inform instruction?
independently. Sounds good.
Students will work with their partner in rolling 3
dice they will round to the nearest hundred
whoever gets the most points win. (10 min)
Students will work independently on seesaw to
complete a sort of rounding numbers (students
will have access to a number line to help support
them). For my more advanced students, they will
have a different assignment on seesaw with
rounding word problems. Students will complete
an exit ticket on seesaw (riddle to find the
number).
Student Engagement/Learning
How can I incorporate more student led
 How will you make the lesson relevant to all the Buying pizza for a class party, shopping, base
students? discussions, how can I incorporate rounding to
 How will students show progress towards master of questions on their interest
lesson objectives? real world examples
Classroom Management
 How will you maintain a positive learning Give specific feedback and even if answers are
environment with a welcoming climate of caring, Do students seem to know the routine, was there a
wrong work from there and show them how to
respect, and fairness?
lot of lost time during transitions?
 Identify specific classroom procedures and strategies get to the answer.
for preventing/redirecting challenging behaviors.
Students will end the lesson through independent
Closure activity on seesaw and an exit ticket. This will
 How will you close your lesson? Restate the objective and ask a student what
 How will you assess student learning and prepare allow me to check for understanding and better
they learned (check list)
them for the next lesson? adjust for the following lesson based on student
work.
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 of 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
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 two
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.
math problems to exchange tomorrow.

Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
Teacher reinforces positive behavior,
Students put away reading material Instead of stating good job I can
good job Amanda putting her book
and prepare for math provide more specific feedback.
away and waiting patiently.
CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective
Learning Environment
 How did students and
teacher contribute to an
effective learning
environment?
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?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
Teacher plays Math counting video
CHORAL counting by 6
Teacher signals to close device and
reinforces someone on track.
T uses white boards to engage
students in warm up
T states objective
T 374 writes number and reviews the
digits and in which Place value it is
located
T explains directions
T reexplains and states Give me a
thumbs up if you understand
645 written. Ones place
738 written. Hundreds place
T reminds S to use Place value
diagram if needed
958. Hundreds place
865 written. Ten’s place
Rounding video shown by
T(Flocabulary)
T stops video 35 where should you
round up or down
483 on video
Rounding Chart shown
578 T asks students to give a number
between 1-8
Step #1 Mark Your Place- We are
rounding to what place?
455. Step #2 Look Next Door
434 example given
T explains it would round down to
400
Rule:
If 5 or more round up
If 4 or less round down
572 round to nearest hundred
TODAY all numbers will. Be
rounded to the nearest hundred
T assigns a student a dice game to roll
3 dice to determine a 3-digit number
that they will round with a Partner
Students engaged and singing to
video.
One student not on target. Looking
at her device other students engaged
S asks what?
S. Give thumbs up
S write number on white board some
get it wrong
S celebrate when they get it write
Some students were rounding the
number in the hundreds place.
S closely paying attention
S shout “UP!”
S excited about calling out a digit
S asks I thought we leave 300
because 4 is less than 5?
S use whiteboards to write 600
S engaged in game
(one group gets extra dice as a
challenge)
One group rounded 111-110 instead
of 100. Partner tried to explain
While we were practicing rounding
students participated by answering
the question on the whiteboard and
showing me once I counted to three.
Students worked together using dice
to create a number and round it to
the nearest hundred.
I check for student understanding to
ensure they know what to do, If I
see a student struggling I walk to
the to provide extra support.
The largest misconception is
rounding being explained as
rounding up or down. Students were
demonstrated that if the number in
the tens is 5,6,7,8,9 they would
round up however if the number
was 1,2,3,4 they would round down.
Instead of rounding 521 to 500
some would round to 400 thinking
the number would go down one.
Students who need to be challenged
were given an extra dice and asked
to multiply two numbers and then
round. I walked around to provide
support to those who needed.
Students were participating in their
dice partner activity and also during
whiteboard practice.

CSTP 5: Assessing
Student Learning
 How did students
demonstrate achievement
of lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
T asks 318
T breaks down 318 and explains the Some write 300 some wrote 200
words Rounding down might be a
little confusing and uses number line Most students were able to
to look at why 300 and not 200 understand rounding, some students
S write 200 were rounding to the wrong place
225 (T challenges a student gives her S engaged and are able to log in value while others struggled to
1225) independently. understand rounding down.
T assigns a Seesaw assignment on S approach T with rounding
chrome books to be completed after questions
dice game
Section 4: Post Observation Conference
Most students have a good understanding of rounding to the nearest hundred
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student was able to understand
Student understood rounding with Student understood rounding to
rounding up but needed more
support of number line. the nearest hundred
support with rounding down.
Work together with students to create poster with language that helps them and provide specific feedback.
Student engagement, smooth transitions, technology used, hands-on learning (dice game).
Plan for lesson misconceptions such as explaining rounding down which confused some students, give specific
feedback, revisit lesson objective at the end.
Have students create word/phrases for rounding rule instead of rounding down which brought some confusion.
Think of different ways to challenge students and provide specific feedback.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.