ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus, Supervisor
Teacher Intern: Abby Dykema Date: Observation #
Mentor Teacher: Time of Observation: Approx. time spent planning this lesson: 1.5 hours
Grade Level: 3 Subject/ Topic: Math
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Introduction to Multiplication
Brief Context: Students will revisit multiplication strategies and learn a new strategy by multiplying by 2
Prerequisite Knowledge/Skills: Multiplication strategies learned in lesson 1
Objectives: [Indicate connections to applicable national or state standards.]
Students will be able to show and explain what an array is
Students will solve multiplication problems by 2 independently
Students will recall answers of multiplication equations by memory
Students will interact with one another with following expectations
Assessment: [Formative and Summative]
Formative: Observation through class discussion
Summative: Observation of flashcards
Worldview Integration:
Instructional Resources:
White Board
Flashcards

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest
Students will see an array on a Students will take part in a Students will take part in a flash
white board, discuss verbally what flashcard game card game
an array is, and have an
opportunity to draw their own
array
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Students will participate in class Students will take part in class Persistence
discussion and have the discussion Students will take part in class
opportunity to draw their own discussion and closing game
arrays
Options for Comprehension Options for Executive Function Options for Self-Regulation
Repetition of explanation of what Students will learn and be able to Students will work through
an array is explain a new strategy for flashcards independently 3 times
multiplication

* Supervisors Comments:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan
to build or strengthen relationships and community student-student & teacher - student.)
Students will interact with one another. As a teacher, I will monitor the game to make sure each student has a fair
chance to answer the flashcards.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention
Strategies you intend to use to redirect individual students:
I will guide and monitor the class discussion. If students are distracting the class, I will move them and I will
remind students of the expectations.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
I will use the back rug for instruction so that students are further from distractions at their desks. I will
use the whole room for students to move around in during the flashcard game.

*Supervisors Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. (Have whiteboard ready in the back of the room)
a. Call students to the back of the room
2. Ask for a volunteer to raise their hand and remind the class what we learned yesterday
a. Keep asking for volunteers so that the class recalls skip counting, grouping boxes, and
multiplication
3. Write 2x1, 2x2, 2x3. On the whiteboard
a. Ask a student how we can figure out what 1 times 2 is (either skip counting, or have them
come up and circle one group of two boxes on the whiteboard)
b. Go through 2 times 5
c. now in your heads, try to solve 2 times 6 (give students 5-10 seconds and have them turn
and talk with a partner to check their answer)
Development: [It may help to number your steps with corresponding times.]
1. Write the word array on the white board
a. Explain that today we are going to learn one more strategy for solving a multiplication equation
b. Explain that an array is really just dots drawn in rows and columns
2. Show an example with 2 times 3
a. The first number is 2, so I will draw two dots in a row. The second number is three, so I will
draw 3 dots in each column
b. Count while pointing to the numbers and the dots to show how you got the 2 dots and 3 dots
c. Call on a volunteer to count the total amount of dots in the array (6)
d. correct! Now what do you think the answer to two times three is?
3. Try it again with 2 times 4
a. Ask for volunteers to walk me through how to find the answer (call on students that may seem
confused to repeat the students that provide how to find the answers)
4. Try it again with 2 times 6
a. If students seem to understand it, allow a student to come up and draw the array for
themselves and show the class how they did it
5. Explain that each array has rows and columns (point to the rows and columns)
a. And each row and column has an equal amount
b. Draw an array with on more dot in a column than the other
c. Ask students how we can make this a correct array (taking away a dot, or adding a dot)
6. Now we know 3 different strategies for multiplying by 2! Raise your hand if you can tell me one of the
ways
a. call on three people so that skip counting, grouping, and arrays are mentioned
7. Explain to the students that you have created flashcards for them to use to learn their multiples of 2
 a. Explain that we use flashcards because we want the students to memorize the answers so
that they can answer the multiplication problems without having to solve it in their head
b. Students will start by practicing their flashcards on their own (allow them to take scrap paper
to their desk if they want to draw an array or use it to help them solve the questions)
c. Instruct students to try to go through their flashcards 3 times
Closure:
1. When students have finished working through their flashcards, explain that we are going to play a
game with flashcards
a. Call on 4 students to come up to the front
b. Explain that these 4 students are now mayors of their own city
i. Each student has 3 flashcards
ii. It is the rest of the class job to get into each city, but the only way they can enter the
city is by answering each flashcard they mayor holds correctly
c. Bring each mayor to a different corner of the room and provide them with their flashcards
d. Explain that the students may have to stand in line to get quizzed by the mayor, and if they get
one wrong then they have to go to the back of the line to try again
e. Give the students 5 minutes to try to get to each city
f. Before dismissing students to play the game: review what it looks like to work together and to
play appropriately (No yelling, pushing, fighting, etc.)
2. If there is extra time, repeat this game one more time:
a. Pick 4 new students to be the mayor
b. redistribute the flashcards so that different multiplication problems are grouped together

*Supervisors Comments: (Communication with students, questioning strategies, student engagement,

assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as
a professional.

*
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:

*Supervisors Summary Comments:

FUTURE FOCUS:

INTERN REFLECTION POST OBSERVATION

What about your lesson went especially well? What evidence is there to support this?
What might you re-consider if teaching this lesson again? Why?