Block2Evidence/FeedbackForm

Kansas State University

Teacher Candidate _Kristy Robinson_____________ Observer(s) _Julie Thiele_____________

Classroom Teacher _Angela Kruse_______________ Building _JCMS____________________
Grade Level(s) _6th________ Subject(s) _Math___________________ Date _3/31/16________
Domain1:PlanningandPreparationComponentLevelEvidence

Block2EmphasisonComponent1eand1f
1e.DesigningCoherentInstruction
*Learningactivities*Instructionalmaterials,resources,andtechnology*Instructionalgroups
*Lessonandunitstructure

Kristy stated, I plan on engaging the students in the content by having them get out of their
seats and find the missing edge and perimeter of shapes taped on the floor. I will project their
work using my cell phone and zoom. The students will explain the steps they took. She also
stated, The floor exploration and think pair share allow each student an opportunity to work in a
familiar group and express their thoughts. As they discuss, I can over hear and then in as whole
class discussion I can praise students with good thoughts and rational and have them share. She
stated, Students will work in small groups. These groups are structured with 4 students. 1 very
successful/gifted, 2 average/high performing, 3 average/low performing, 4 low performing
student.
Kristy used technology on her phone to display an instant video to the white board so students
could talk about their problems on the floor while it was displayed on the board.
1f. Designing Student Assessment
*Congruence with instructional goals *Criteria and standards *Design of formative assessments *Use for planning

Kristy stated, I will assess the students achievement through out the lesson by using shout outs
and thumbs up/down and listening to their discussion in think pair share. She planned specific
questions to ask and set criteria to measure students progress.
OtherComponentLevelEvidenceincludedinDomain1

1a.DemonstratingKnowledgeofContentandPedagogy
Knowledgeof:*Content*Prerequisiterelationships*Contentrelatedpedagogy
1b.DemonstratingKnowledgeofStudents
Knowledgeof:*ChildandAdolescentDevelopment*TheLearningProcess*Skills,knowledge,andlanguage
proficiency
*Interestsandculturalheritage.*Studentsspecialneeds
1c.EstablishingInstructionalOutcomes
*Value*Clarity*Balance*Suitabilityfordiversestudents
1d.DemonstratingKnowledgeofResources
*Resourcesforteaching*Resourcestoextendcontentknowledgeandpedagogy*Resourcesforstudents

DOMAIN2:TheClassroomEnvironmentComponentLevelEvidence

Block2EmphasisonComponent2cand2d
2c.ManagingClassroomProcedures

Managementof:*Instructionalgroups*Transitions*Materialsandsupplies*Noninstructionalduties
*Supervisionofvolunteersandparaprofessionals

Kristy greeted students as they entered the classroom. She had all materials ready, she had
shapes taped on floor, had directions written on board and read them aloud to students. There
was minimal loss of instructional time due to students moving throughout the classroom and
gathering supplies for their individual shapes. Students and Kristy helped one another as they
were moving throughout the room.
2d.ManagingStudentBehavior
*Expectations*Monitoringofstudentbehavior*Responsetostudentmisbehavior

Whenindividualstudentswereofftask,Kristyredirectedthembyaskingcontentquestionsand
askingthemtobequietwhileothersweretalking,shestated,letslistentoheranswer.
Studentsredirectedoneanother,askingthemtobequietsotheycouldlistenortohelpthemwith
measurementsorcomputing.

OtherComponentLevelEvidenceincludedinDomain2

2a.CreatinganEnvironmentofRespectandRapport
*Teacherinteractionwithstudents*Studentinteractionwithotherstudents
2b.EstablishingaCultureofLearning
*Importanceofcontent*Expectationsforlearningandachievement*Studentprideinwork
2e.OrganizingPhysicalSpace
*Safetyandaccessibility*Accessibilitytolearningandusofphysicalresources

DOMAIN3:InstructionComponentLevelEvidence

Block2EmphasisonComponent3athrough3e
3a.CommunicatingwithStudents
*Expectationsforlearning*Directionsandprocedures*Explanationofcontent*Useoforalandwrittenlanguage

Kristysetclearexpectations,shestated,whenyougotoyourgrouparea,youneedtouseyou
voicelevel1,sothatyourgroupcanhearyou,completethework,thengobacktoyourseats.
Somequestionswereuncleartostudents;Kristyrestatedthequestionsasneeded.Kristystated,
Nowthatwearedonewiththeshapesonthefloor,letslookbackatourguidednotes.During
guidednotes,Kristyreiteratedstudentresponsesafteraskingformultiplestudentstoshare.
Kristyprojectednotesontheboard,usedavarietyofcolors,andspokethroughalloftheguided
notes.
3b.UsingQuestioningandDiscussionSkills
*Qualityofquestions*Discussiontechniques*Studentparticipation

Kristy asked a variety of questions, including, what can you tell me about area, perimeter, what
units, what does our perimeter mean, did it help to have the shapes on the floor with the tiles,
why, could anyone explain why the tiles help, what part of the square, what is a polygon, what is
one thing we know that will help us find this side length, and how did you get that. To get
students to justify their answers, Kristy asked, do you feel confident in your answer, can you
show the math you used to get it?
Kristy asked for eyes on her, then asked the following, do you know or have written all the
information you know, do you know what you need to find, now lets compare what you know
and what you need to know. Kristy used didactic questioning, asking a series of low-level
questions, during the guided notes. Throughout the guided notes she occasionally asked students
to justify their thinking, asking why or how they got to their answer.
3c.EngagingStudentsinLearning

*Activitiesandassignments*Groupingofstudents
*Instructionalmaterialsandresources*Structureandpacing

Kristy started class by reading a poem about area, perimeter, and volume. She then shared that
she was remodeling her house right now and using all of this information in her life.
Students were in groups of 3-4. They met around one of the taped shapes on the floor. Kristy
monitored students as they worked in their groups. Once students were given a few minutes to
work in their groups, they went back to their seats and then each group came back to their shape
to present. During guided notes, students followed along and some answered questions.
3d.UsingAssessmentinInstruction
*Assessmentcriteria*Monitoringofstudentlearning*Feedbacktostudents*Studentselfassessmentand
monitoringofprogress

Kristysaid,Iwillcount1,2,3,youtellmeallon3.Ifshedidnotgetagoodverbalresponse,
sheaskedmorequestionsandclarifiedthecontentasneeded.Astudentsaid,wediditwrong,
Kristyresponded,wellIamexcitedtoseewhatyouthoughtbeforeandnow.After

completingmorechallengingtasks,Kristysaid,thumbsupifyouagreeorthumbsdowninyou
disagree.
3e.DemonstratingFlexibilityandResponsiveness
*Lessonadjustment*Responsetostudents*Persistence

Classstartedlateandsomestudentscameinalittlelateduetotestingissues.Kristydidnotlet
thiseffectherlesson,shemadechangestopacing.Becauseoftheshortenedclass,theydidnot
havetimetodothepartnersummaryattheend,butwilldothatasanintrotomorrow.
Onegroupsaidtheydidntknowwhattodowhenitwastimeforthemtopresent.Kristysaid,
thatsokay,Iwillhelpyouthroughit.
Kristyaskedstudentsiftheywantedtodothe3rdproblemtogetherorindividually,shegota
mixedresponse,sosheandtheCTdecidedtohavethestudentsworkwithapartner.

DOMAIN4:ProfessionalResponsibilitiesComponentLevelEvidence

Block2EmphasisonComponent4aand4f
4a.ReflectiveonTeaching
*Accuracy *Useinfutureteaching

Kristyaccuratelyandthoroughlyreflectedonherteaching.Shegavespecificevidenceof
successesandareasforimprovement.Sheplannedavarietyofchangesshecouldmaketo
enhancethelesson.
4f.DemonstratingProfessionalism
*Integrityandethicalconduct *Servicetostudents*Advocacy*DecisionMaking*Compliancewithuniversityand
districtregulations

Kristydemonstratesprofessionalismintheclassroom.Shecomplieswithalluniversityand
districtregulations.
OtherComponentLevelEvidenceincludedinDomain4

4b.MaintainingAccurateRecords
*Studentcompletionofassignments*Studentprogressinlearning*Noninstructionalrecords
4c.CommunicatingwithFamilies
*Informationabouttheinstructionalprogram*Informationaboutindividualstudents*Engagementoffamilies
intheinstructionalprogram
4d.ParticipatinginaProfessionalCommunity
*Relationshipswithcolleagues*Involvementinacultureofprofessionalinquiry*Servicetotheschool
*Participationinschoolanddistrictprojects
4e.GrowingandDevelopingProfessionally
*Enhancementofcontentknowledgeandpedagogicalskill*Receptivitytofeedbackfromcolleagues*Service
totheprofession

Inference/Summary
Domain1
Kristyplannedanengaginglessonthatheldstudentsaccountableformeasuring,calculating,and
discussinghowtofindtheperimeterofirregularshapes.Sheplannedtoinformallyassess
studentsbyaskingspecificquestionswithsetcriteria,individuallyanddoingwholeclassthumbs
up/thumbsdown.
Domain2
Kristymanagedclassroomproceduresbyhavingallmaterialsreadybeforehand,shapestapedon
thefloorandtechnologyreadytouse.Shemanagedbehaviorsbyredirectingstudentstothe
contentandstudentsdidthesamewithoneanother.
Domain3
Kristygavecleardirectionsbeforetheactivitybegan.Shehelpedstudentsthroughthecontentas
neededbyaskingaseriesofquestions.
Whenagrouporindividualisunabletocompletethework,whatotherstrategiescouldbeused
toincludestudentsinthelearningprocess?
Isthereawaytomakeguidednotesmoreengagingforeveryone?Thenotesseemedtobea
repeatoftheactivity.Couldthesebeblendedtogethersostudentsallhadslightlydifferentnotes
basedontheirtapedshape,thencouldhavesomequestionsthatsummarizethecontentforall
students?
Domain4
Kristy demonstrated professionalism in and out of the classroom. With the different schedule
and state testing issue, many concerns could have arised, but Kristy made decisions in the best
interest of the students by making adjustments as needed.
Many students in the class mentioned to me that Ms. Robinson was amazing and they loved how
she taught the class.
GeneralComments/LessonImpression/Questions
Kristyplannedandimplementedanengaginglessonthatheldstudentsaccountableforphysically
measuring,calculatingandcomparingdifferentstrategiesforfindingtheperimeter.Students
wereengagedinthelessonlimitingtheneedformanybehaviorconcerns,whichKristymanaged
asneeded.