MAE4310

Critical Task Description:

Candidates will observe a mathematics lesson being taught in a K-5 classroom. During the
observation, the candidates will take field notes. Following the observations, the candidates will
complete a post-observation report in which they reflect upon key areas related to instruction and
assessment. Examples of a field notes sheet and a student reflection sheet are attached to this
document. Items on the sheets can be changed, but the reflection will be assessed with respect to
the three skills listed under Elementary Education Competency #32.
This assignment is designed to measure candidate achievement with respect to Florida
Elementary Education Competencies & Skills (FLCS #32).
32

Knowledge of instruction and assessment

1. Identify a variety of appropriate instructional strategies (e.g.,
cooperative learning, peer tutoring, think alouds) for teaching specific
concepts.
2. Identify ways that manipulatives, mathematical and physical models,
and technology can be used in instruction.
3. Identify a variety of methods for assessing mathematical knowledge,
including analyzing student thinking processes to determine strengths
and weaknesses.

Critical Task Assessment: There are 3 criteria that will be used to assess the
critical task.
Criterion #1: Identify a variety of appropriate instructional strategies (e.g.,
cooperative learning, peer tutoring, think alouds) for teaching specific
concepts.
Score

Description

1=unaccept
able

Reflection fails to connect observed instructional

strategies to specific mathematics concepts AND fails to
connect an alternate instructional strategy to the
specific concepts.

2=limited

Reflection connects either the observed instructional

strategies to mathematics concepts OR the alternate
instructional strategy to the concepts

3=proficient

Reflection connects both the observed instructional

strategy to the concepts AND the alternative strategy to

the concepts.
4=strong

Reflection connects both the observed instructional

strategy to the concepts AND the alternative strategy to
the concepts AND the reflection addresses how the
alternative strategy could promote equity in general.

5=outstandi
ng

Reflection connects both the observed instructional

strategy to the concepts AND the alternative strategy to
the concepts AND the reflection clearly explains how
the alternative strategy could promote equity given the
specific classroom that was observed.

Criterion #2: Identify ways that manipulatives, mathematical and physical

models, and technology can be used in instruction.
Score

Description

1=unaccept
able

Reflection fails to identity both additional manipulatives

and an additional technology that could have been used
for instruction.

2=limited

Reflection identifies EITHER additional manipulatives OR

an additional technology that could have been used for
instruction.

3=proficient

Reflection identifies both additional manipulatives and an

additional technology that could be used for the
instruction of the mathematical content of the observed
lesson.

4=strong

Reflection identifies both additional manipulatives and an

additional technology that could be used for the
instruction of the mathematical content of the observed
lesson AND reflection explains how the technology could

increase equity in student learning in general.

5=outstandi
ng

Reflection identifies both additional manipulatives and an

additional technology that could be used for the
instruction of the mathematical content of the observed
lesson AND reflection explains how the technology could
increase equity in student learning for the specific
classroom that was observed.

Criterion #3: Identify a variety of methods for assessing mathematical

knowledge, including analyzing student thinking processes to determine
strengths and weaknesses.
Score

Description

1=unaccept
able

Reflection fails to connect the teachers assessments to

the analysis of student thinking AND the reflection fails to
provide a cognitive interview that is based on the content
of the observed lesson.

2=limited

Reflection EITHER fails to connect the teachers

assessments to the analysis of student thinking OR the
reflection fails to provide a cognitive interview that is
based on the content of the observed lesson.

3=proficient

Reflection connects the teachers assessments to the

analysis of student thinking AND the reflection provides a
cognitive interview that is based on the content of the
observed lesson.

4=strong

Reflection connects the teachers assessments to the

analysis of student thinking AND the reflection provides a
cognitive interview that is based on the content of the
observed lesson AND cognitive interview addresses both
procedural and conceptual understanding of the math

concept of the observed lesson.

5=outstandi
ng

Reflection connects the teachers assessments to the

analysis of student thinking AND the reflection provides a
cognitive interview that is based on the content of the
observed lesson AND cognitive interview addresses both
procedural and conceptual understanding of the math
concept of the observed lesson AND cognitive interview
assesses for prior knowledge relevant to the mathematical
concept of the lesson.

Name:
of Observation:
Kristen Houlihan
School:
Grade Level:
Lopez Elementary
1st

Date
3/22/16
Teacher:
Curry

FIELD NOTES
1. Describe the content of the mathematics lesson that you observed.
This lesson was all about finding out how many tens and ones were in a
number based on pictures of ten sticks and ones blocks. For example: 2 tens
sticks and 3 ones blocks would equal the number 23. There was then an
activity in which a student would see two pictures of ten blocks added
together and would have to come up with the answer. For example: three
tens sticks plus 4 tens sticks would equal 70.
2. Describe the instructional strategy or strategies (e. g., cooperative
learning, peer tutoring, think alouds) that were utilized in the teaching of
those concepts.
Think-alouds were used throughout this lesson. I see three ten sticks here,
and I know that each one of these equals ten, so this number must be 30.
Another strategy that was used was cooperative learning. The students were
allowed to work with their table groups during parts of the lesson.
3. Please describe if and how the following were utilized by the teacher
during the mathematics lesson: manipulatives, models, and technology.
Technology was utilized throughout this lesson. The pictures of the tens and
ones blocks were displayed on the Smartboard and students were asked to

come up and write in the correct answer.

Students also used white boards to show their work and to draw out their
answers.

4. Describe the assessment strategies that the teacher used to assess the
mathematical knowledge of the student. These assessments might be
formative or summative.
There were no summative assessments given in this lesson. The formative
assessments that the teacher used were observations and a checklist. When
the students held up their white boards she was able to see who was
grasping the material and who was not. She also used the checklist to keep
an actual record of who was understanding the material and who was not.

POST OBSERVATION REFLECTION SHEET

1. Explain how the instructional strategy or strategies that were used in the
lesson supported the content learning. [Criterion #1]
Thinking aloud helped model how the students should be working out the
problem. When the students gave their answers, they modeled it in much
the same way that the teacher did, and allowed them to further their
understanding of the material. In modeling the problem using a think-aloud,
it allowed for scaffolding of the material to the students eventually solving
the problems without the help of the teachers.
Corporative learning helped to differentiate the instruction. Those students
that understood the material were able to receive an enrichment in which
they were able to help out their classmates. Those students that were
having more difficulty understanding the material were able to receive the
additional support that they needed to be successful.
2. Please provide an alternative instructional strategy that could have been
used in this lesson. Please explain the benefits of this new strategy
(consider how this new strategy might promote greater equity in student
learning and achievement with regard to the specific math topic in the
lesson). [Criterion #1]
I think an alternative instructional strategy that could have been used in this
lesson could be partnering. The students could have sat down at the carpet

and worked with the person next to them to solve the problem. The students
could turn and talk with their partner and also write on the white boards up
there. I think that this strategy would be just as effective as what my CT
used in her lesson, but this strategy would provide movement and would also
allow students that do not normally get to work together a chance to do so.
3. Identify a manipulative that was not used in this lesson but that could be
beneficial to student learning of this specific mathematics topic. Explain how
this manipulative could be used in a lesson that covered the same content.
[Criterion #2]
Actual tens sticks and ones blocks were not used throughout this lesson. I
think that supplementing the pictures on the Smartboard, the teacher could
have also supplied the manipulatives for those students that needed it.
Some students are not as visual as others and need hands-on materials in
order to be successful.

4. Identify an educational technology that was not used in this lesson but
that could be beneficial to student learning of this specific mathematics
topic. Explain how this technology could be used in a lesson that covered
the same content and how this technology could increase equity in the
classroom you observed. [Criterion #2]
I think that the use of the Smartboard was a great educational technology,
but I do feel as though it could have been a bit more interactive. I think that
the teacher could have provided more opportunities for the students to
interact with the technology, instead of just displaying it as a sort of
PowerPoint presentation. In allowing the students to interact with the lesson,
it can help to differentiate the lesson and give the students that work better
with interaction a chance to be the most successful.
5. Please explain how effective or ineffective the teachers assessment
strategies were at analyzing student thinking in order to allow the teacher to
understand the students strengths and weaknesses. [Criterion 3]
I think that the assessment strategies were both effective and ineffective.
They were effective in the fact that they were quick and easy to do and
unnoticeable to the students. They allowed for my CT to quickly jot down
who was understanding the material and who was not.

The assessments were ineffective in the fact that the checklist was simply a
yes or no check. I think that to make this the most effective my CT should
have added separate checklists on the different areas of the lessons that
were being taught, so that she knew exactly which areas of the lesson
needed to be focused on in upcoming lessons.
6. Based on the content of this math lesson that you observed, please create
a cognitive interview that would allow a teacher teaching this same lesson to
analyze student thinking processes and to determine strengths and
weaknesses. Please list the questions that you would ask in the cognitive
interview. Also consider how you would assess for the prior knowledge
necessary for the student to learn the math concept. (Cognitive interview
should have at least 4 questions). [Criterion 3]
Interview:
Prior Knowledge- How many is this worth? (pull up picture or show
manipulative of both the tens stick and the ones block)
If I have two of these and three of these, how many would that be total
(show a combination of tens sticks and ones blocks)
If I were to add these two sets of tens blocks together, what would my sum
be?
If I gave the total number, do you think that you could draw out the correct
number of tens sticks and ones blocks? (thumbs up thumbs down) <- this
would show you if you needed to pull a small group of the students that did
not feel comfortable in moving on.