Courtney Artigas- SO1 1

Pre- Observation Reflection: Designing Lessons to Meet Student

Learning Needs

Please answer one question in each category (ie: Learning objectives and
goals) below for a total of 5 questions. Use complete sentences and attend to
writing mechanics. Include this sheet as the cover page for your formal
lesson plan.

Learning Objectives and Goals

How do you plan to communicate the learning objectives to students?
Be specific include teacher talk and exact language you might use.
Learning objectives and goals will be communicated by reviewing
the essential question at the beginning of the lesson. The essential
question will be displayed on the board. A brief description of the
activity will be given so students know what they are supposed to
be doing and what they are working towards.
Using Data (choose one)
What sources of student data did you use to determine student
performance levels? What did you learn from this data?
How did you become familiar with students background knowledge,
skill levels, experiences, and cultural resources? What did you learn
that you used in this lesson?
By reviewing the previous assessment on fractions, I know that
students have a basic understanding of fourths, halves, and one
whole. Through previous lessons taught towards the beginning of
the year, students have displayed understanding of basic
measurement, meaning that we are ready to learn the relationship
between measurement and fractions. At the beginning of the
lesson, while making the ruler, students will be reminded that they
need to leave a small space at the beginning of the ruler in order to
have accurate measurements. Student resources are also always
available around the room for students to use, if needed,
throughout the lesson.
Assessment (choose one)
How do you plan to provide feedback to students? Why
How do you expect students to respond to questions? Whole class?
Individual? Why?
How will you ensure you call on all students?
Through the use of HOT questions and class discussions,
misconceptions and feedback can be given. Students will use
accountable talk to agree/disagree with each others responses to
Courtney Artigas- SO1 2

stimulate critical thinking. When students are measuring objects

around the room, students will be in partners/groups. In these
groups, students are expected to work cooperatively and
respectfully. By conferencing with students during independent
work time, I will be able to see the different ways of student
thinking. By doing this, I will be able to call on students for
different concepts in order to expand understanding. Proximity
control and student monitoring during discussion will also allow me
to be sure that all students are included in the conversation.
Instruction (choose one)
How will you model or explain clear expectations for student learning?
Be specific, include teacher talk and exact language you might use.
How will students be grouped for learning? How is the grouping related
to social and academic goals?
How will you know when it is time to move from one activity to the
next?

I will know that it is time to move on from one activity/discussion to

another when students understand the concept at hand. There is no
need to move on to the next activity if students do not understand
what is going on. Also, if student behavior/attention is dwindling,
this may indicate that it is time to redirect and move onto a new
activity.

Observation Focus
What specific areas would you like me to focus on for my observation
(ie: questioning, teacher movement). It may help to think about a
FEAP or instructional goal
I would like you to focus on the concept of questioning students.
During all math lessons, HOT questions are used throughout. I
would like you to focus on the idea of these questions being used to
increase rigor with students because this is an area that I have
noticed that many teachers sometimes struggle with during their
formal evaluations.