Drexel University

EDUC 540-900
Dr. Sarah Reynolds-Ulrich
Teacher Analysis - 1, All Domains w/Video Lesson (APA 6th)
(Lesson: Volume of Cylinders and Cones!)
James Gammon
February 9, 2016

Abstract
Based on what I have learned, this paper will discuss my student teaching experience assessing
my; 1) planning and preparation; 2) the classroom environment; 3) instructional delivery; and
4) professional responsibil4ities. Many, if not all, of the points of view are my own and are
subject to scrutiny.

Contents
Abstract ......................................................................................................................................................... 2
Planning and Preparation .............................................................................................................................. 4
a) Demonstrating Knowledge of Content and Pedagogy ...................................................................... 4
b) Demonstrating Knowledge of Students ............................................................................................ 4
c) Setting Instructional Outcomes ......................................................................................................... 4
d) Demonstrating Knowledge of Resources .......................................................................................... 4
e) Designing Coherent Instruction ........................................................................................................ 4
f) Designing Student Assessments........................................................................................................ 5
The Classroom Environment ........................................................................................................................ 5
a) Creating an environment of respect and rapport ............................................................................... 5
b) Establishing a culture for learning .................................................................................................... 5
c) Managing classroom procedures ....................................................................................................... 5
d) Managing student behavior ............................................................................................................... 5
e) Organizing physical space ................................................................................................................ 6
Instructional Delivery ................................................................................................................................... 6
a) Communicating with students ........................................................................................................... 6
b) Using questioning discussion technique ........................................................................................... 6
c) Engaging students in learning ........................................................................................................... 6
d) Using assessment in instruction ........................................................................................................ 6
e) Demonstrating flexibility and responsiveness .................................................................................. 6
Professional Responsibilities ........................................................................................................................ 7
a) Reflecting on teaching ...................................................................................................................... 7
b) Maintaining accurate records ............................................................................................................ 7
c) Communicating with families ........................................................................................................... 7
d) Participating in a professional community ........................................................................................ 7
e) Growing and developing professionally ........................................................................................... 7
f) Showing professionalism .................................................................................................................. 7
Reference ...................................................................................................................................................... 8

Planning and Preparation

a) Demonstrating Knowledge of Content and Pedagogy
Reviewing a particular subject in mathematics is a necessity; therefore I always review for
each class. For this lesson, Volume of Cylinders and Cones, I reviewed in formulas, pi and
square roots. As I have said before a lot of mathematics understanding vocabulary and students
inquire about terms they dont understand. In a previous assignment I mentioned important it is
for students to know the correct terms and phasing; so I also reviewed vocabulary relating to the
subject. Mathematics is a language of itself and if students dont start learning in junior high
they become very confusing for them in high school. I feel this is a signature pedagogies that
have evolved over time and been found to be most effective in teaching (Danielson, 2013, p. 7)
and would argue the without the understanding of the language a great deal of the lesson is not
truly understood.
I feel I present the material with clarity because I over prepare for the each lesson. For the
lesson of Volume of Cylinders and Cones, we did a lab along with the lesson. I completed the
lab myself before I did it with the students and determined that rice would work best. In the lab
we filled a cone with rice and then transferred that into the cylinder to see the rational connection
2

between to two objects. Also to compare the two formulas = 3 and = 2 . If the
formulas hold true then we should be able to fill the cone 3 times and emptying each time in the
cylinder until the cylinder was full.
I wrote the lesson plan illustrating one cylinder problem on page 320 and one cone problem
from 321. I also, wrote the lesson involving a cone that we could fill up and then empty into the
cylinder. The students would then be required to go back and finish the problems on both pages.

b) Demonstrating Knowledge of Students

As I stated in a previous assignment, I review the students scores and group them
accordingly in the class. Knowing my students, their behavior, and learning styles is a major
part of my daily planning. I meet regularly with parents and other departments including often
with those that have (IEPs). For example I have a student in my 7th grade class that has autism
and I have mentioned him before. This is his first year in a main stream classroom. While I pay
close attention to all the students, I look especially hard at him. I want to know what works best
for each students understanding identifying resources to ensure that all students will be able to
learn (Danielson, 2013, p. 11). I felt the math lab was useful as we completed it.

c) Setting Instructional Outcomes

I list what the student will learn, from the National Common Core standards (i.e. prisms,
cylinders, pyramid and cones). In the lesson plan I list the materials and prerequisite knowledge
needed.

d) Demonstrating Knowledge of Resources

For this lesson, my resources were aligned with the lesson. In the lesson plan I used a link to
Khan Academy for those students who felt they needed more instruction. The link was aligned
with the Volume of Cylinders and Cones. The materials we use in class are provided by a
professional organization. When I wrote the lesson plan I used the text as an example to time
and provide the flow of each lesson. At Lame Deer JH/HS our textbooks are from National
Training Network. All of these are mentioned by Danielson as positive indicators (pg. 19).

e) Designing Coherent Instruction

I try to go over my instruction before class and request feedback from the students to ensure
my lessons are clear. I have taught this lesson Volume of Cylinders and Cones and added in

the lab to illustrate and prove the formulas. I wanted to do a lab to get feedback from my
students about volume and its relationship between the shapes and their own characteristics last
year with the lab the students didnt understand right away solicits ideas from students on how
best to structure the learning (Danielson, 2013, p. 23). I felt the lab would be helpful.

f) Designing Student Assessments

I continually show evidence of informal assessment by asking the students questions and
judging their responses. I assess students as they are performing in-class assignments and with
the homework they turn in. For this lesson Volume of Cylinders and Cones, we completed two
example problems, tied them together and gave proof both formulas were correct.
I show evidence of informal assessment by asking the students questions and judging
their responses. The assessments are designed by from National Training Network and are
appropriate for the pattern of outcome required from each student. This lesson was for a 7th
grade class with students on a variety of performance levels. Their assessments are modified for
their individual needs as learners.

The Classroom Environment

a) Creating an environment of respect and rapport
For this lesson I greeting the students, put the cone and cylinder on display and let them
handle them, if they were interested, before class. I felt this was being showing them Politeness
and encouragement (Danielson, 2013, p. 33).
I wasnt in the room, but just outside. They showed respect for the material and to make sure
I was walking in and out of the classroom, checking on them Physical proximity (Danielson,
2013, p. 33).

b) Establishing a culture for learning

For this lesson, I had students who were participating in the lesson and I gave them time to
respond. Some of their questions were off task and I corrected them staying on task with the
lesson. I felt I was able to direct the students natural energy toward the content of the
curriculum (Danielson, 2013, p. 33).

c) Managing classroom procedures

I try to keep the procedures positive. The class already has a seating assignment so they
came in and started working on the bell ringer while I took attendance. (Note: I go over the
bell ringers on Friday and grade them. They are designed to help the students review past
lessons and count for 10% of the grade.). The next time we do a math lab I am going to use an
egg timer to indicate a rotation or get more displays for 4 or 5 groups. One or two of the students
took charge of the lesson. I intended for participation to be distributed evenly amongst the
students.
As I have mentioned before, I implemented teams where the students compete for points.
Each team has a captain and the winning team every other week is rewarded. The captains are
usually those students who want the most negative attention; I chose them because I want to give
them positive praise. Its been working and on this day the two teams were silently keeping
score.

d) Managing student behavior

For this and all lessons I over prepare, leaving no time for the students to be idle. We are
involved with this lesson from bell to bell.
The assignments for the Volume of Cylinders and Cones were level with the lesson and I
felt the students were engaged in the lesson the entire class period. Clear expectations and

learning goals were on the board. I moved around the room as I asked the students questions
using cues and other signals to redirect negative behavior. I had one student that continually
pulled out her eyeliner. I didnt address her directly because she was still following along and
taking notes.

e) Organizing physical space

The physical arrangement of my room reflects both my teaching style and the subject I teach.
Because I am a mathematics teacher I have tables for two students each. When the students get
into groups they can push the tables together larger groups or for group discussions. I did a
chalk and talk, whole group discussion using the podium desk, and then we completed the lab.
For the lab I gathered the student around the center of the room and let them participate as much
as possible.

Instructional Delivery
a) Communicating with students
My delivery of the lesson is clear and insightful. My goals and objectives were on the board. My
two teams raised their hands and waited for me to call on them for points, right or wrong. Again this is a
work in progress. As I mentioned, I deduct points for each time they dont wait for me to call on them.
The students know what is expected of them. During the lesson I assessed them by asking questions
regarding their understanding along the way. The classroom had the structure of a positive learning
environment, both through the lecture and the lab.

b) Using questioning discussion technique

In the classroom we did examples of problems concerning the lesson. I asked them questions from
previous lessons and what they felt would be correct. The class proceeded into the lab directly after I
demonstrated that the two objects were both the same height. I then asked the student what they expected
How many times should we have to fill the cone in order to then refill that rice into the cylinder?
I discussed with the students what we were doing and asked if they had any questions. Then I broke
the class down to complete the lab and assigned students to administer it. Again I would like to say I will
be adding an egg timer to indicate a rotation in duties. I had one student that took over a large portion of
the lab not allowing the others to fully participate.

c) Engaging students in learning

I started the lesson with a chalk and talk and later asked the students questions in a way that gave
them the opportunity to answer, involving them in the lesson. If I call on a student and they pause I give
them a little bit of time, but I ask the class or a buddy assist. To allow all students the opportunity to
participate we do a class report on what happened, what was supposed to happen and what did happen.

d) Using assessment in instruction

There was no formal assessment for the classroom lesson the day of my video lesson. I did assess the
students informally as the lesson progressed. I assessed the students with questions and by determining
their answers were at a level that they understood the concept. Because we were doing a lab I attempted
to involve every student. I learned that by possible adding cones and cylinders and doing 4 or 5 small
group labs I would have a more productive lesson, allowing all students to be involved.

e) Demonstrating flexibility and responsiveness

I adjusted the lesson as necessary depending on the responses of the students. If they asked a question or
made a statement that was insightful, I would use the question to enhance learning. Jesse mentioned
the extremes and means techniques and Deno pointed out that we isolate the variable in an equation.
Francis stated the meaning of the percent (out of a hundred or over a hundred). For the most part, the
students were actively following along with the lesson.

Professional Responsibilities
a) Reflecting on teaching
After teaching Volume of Cylinders and Cones, I wrote that the lesson went well. I added that I
needed to break the labs into smaller groups and add an egg timer to the lesson to indicate rotation. I will
put this away and pull it out the next time I teach this lesson and develop as a teacher.

b) Maintaining accurate records

All of the students records are maintained in Infinite Campus. On the day I taught Volume of
Cylinders and Cones, I assessed their grades for classroom participation (10% of their grade) and will go
back and grade their bell ringers (10%), as well as the in-class assignment they completed (25%). As I
stated in a previous assignment, I keep separate notes that are illustrated in the reading as noninstructional (anecdotal notes) for record. I made notes in each of the students records, and went back
and noted the tardy student.

c) Communicating with families

As I have mentioned before notes are sent home with students for drastic changes in behavior or
grades. Calls are made to parents when necessary. I have discovered that at least one call home is
necessary before handing any particular issue over the administration. All calls are logged into Infinite
Campus, but administration is not involved unless they request to be or I approach them. We have parentteacher conferences once every 18 weeks and parents are always welcome in the classroom with the
approval of the front office. I had no behavioral incidents on the day of the lesson other than a tardy
student that I noted in Infinite Campus.

d) Participating in a professional community

In the junior high we attend weekly meetings for Montana Behavior Institute (MBI) and a PLC
specifically for the junior high. I also go to some of the PLC meetings at the grade school and have
volunteered to guest speak/teach to anyone of the grade school teachers concerning mathematics. On the
day of the lesson, I had no meetings.

e) Growing and developing professionally

For this lesson my science teacher across the hall suggested the egg timer and I thought it was an
excellent idea.

f) Showing professionalism
As a teacher I want to demonstrate leadership within my classroom for both the lesson and the
lab. In the classroom on the day of the lesson I did exactly what I do every other day: Treat the
students fairly with the respect they deserve.

Reference
Danielson, C. (2013). The framework for teaching: Evaluation instrument. San Francisco: Teachscape.