Feedback on Observation: 6/17/16

graph/table
Corps Member Name: Lina Casillas
Focus
Given
grade
level and
content
are
students...

...engaged in and showing

increased growth and mastery of
rich problems, texts and/or
questions that are worth tackling?

Learning Target: Determine linear or exponential from

Reviewer: Lindsey Robertson
...critically thinking and
engaging in real and
meaningful discourse
throughout the lesson cycle?

...making and
justifying arguments
with evidence?

...contributing to a
passionate and joyful
classroom
environment through
increased acts of
leadership, empathy,
and responsible
decisions?

Glows
The teachers anticipatory
set comparing a linear story
and an exponential story
with Oreos was well
received. The students
were able to explain why
one was increasing faster
than the other. The Zombie
activity was interesting for
students. The students
were walking around the
room doing the gallery walk
doing real world problems.

The teacher asked

probing questions to
help students
understand what the
differences between
linear and exponential.

The teacher asked

students to defend
why they chose to
pick scenario one
or two. The teacher
consistently asked
students to tell
me why.

Raise your hand

and tell me why it
is linear. This
encourages them
to raise their hand
in a more positive
way then correcting
them after the fact.

What do students do when

they are done with their
worksheet? The gallery
walk activity was a good
idea however the directions
were not as clear. It was a
little chaotic as a bunch of
groups ended up at one
problem. Instead have a
single problem for one
group and have them rotate
instead.

Consider using a
discussion strategy to
ensure that students
are all participating in
class and small group
discussion. When
discussing at their
tables one person
generally does all the
talking.

During the group

activity there were
several students
who simply copied
answers while their
group members
completed and
discussed the
problems.

The teacher
provides group
redirect instead of
individual and it
has not been
effective.

Grows

...growing
relationships
with their
teachers,
mentors,
community
leaders, and
other
influencers?

The teacher opened

the day with a table
share asking
students tell their
neighbor

CULTURE OF
ACHIEVEMENT

Destructive

Apathetic or Unruly

Compliant
and On Task

Interested and Hardworking

Passionate/Urgent/
Joyful/Caring

Evidence: The activities were more fun for the students today but there were also several students goofing around during
each part of the lesson. Consider assigning roles or specific parts of the lesson to each student to be they participate with
their group. Another strategy would be to have students first attempt the problem then check with their team.
ENGAGEMENT W/
RIGOROUS CONTENT

Not
Challenged/
No learning

Passive or
Confused
regarding new
content

Factual recall/
Procedural

Analysis/Application/
Explaining

Evaluation/Synthesi
s/
Creation

Evidence:

Debrief Notes:
Some students had trouble seeing that they second pattern was doubling. Consider asking them to draw what that look likes.
Instead of having students read each of the word problems from the wall to review it consider place it on a PPT and reviewing
it. It will save time and help keep kids engaged.