Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Liping Liang liping.liang@sgv.csarts.net World language (Chinese) High school, 9-12
Mentor Email School/District Date
Nana Yang nana.yang@sgv.csarts.net Duarte, CA Oct, 8, 2019
Content Standard Lesson Objectives Unit Topic Lesson Title
Stage 1, 1.1 I food, meals,
Order food and drinks At a restaurant Order food and drinks
restaurants
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Connecting subject matter to I always want to create the material that related their life, so it’s
1.3 1
meaningful, real-life contexts easier for them to learn. This is a class that I can practice.
Creating physical or virtual learning
It’s not easy to get hold of a language that students cannot use it
environments that promote student
during their everyday life. They may remember what they learn
learning, reflect diversity, and
2.2
encourage constructive and
1 during the class but after that, there is no place for them to
productive interactions among practice. So I always want to create a learning environment for
them to immerse into. This is a class that I can practice.
students.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
How are you going to make sure all students
will be engaged in learning the topic,
Inquiry Focus/Special Emphasis I will teach students several sentences first. sentences and pronunciation of words?
● What is your inquiry focus and/or special emphasis? After they practice how to pronounce them, I How can you assess their understanding and
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson? will create a restaurant environment and have skills before moving on from learning the
● What specific feedback do you want from your ME?
them role play. sentences to role play?
What strategies will you use to make sure
classroom expectations are met?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
the two who like talk something
Focus Students The one who is struggling to pay
● Summarize critical needs and how else together in the class.(I want to
I don’t have that students in the attention. (I want to have a
you will address them during this have these two students practice
lesson. Chinese language class neighbor of this student practice
more together and order more
with him more during the class)
food during the role playing)
● Differentiate instructions and learning
experiences for them
● Check in with the students regularly
● What specific feedback regarding your focus students I want to know if I address my special needed
do you want from your ME? ● Pair up the students with others, so
students in a correct way.
they can learn and help each other
and make sure the student feel
included.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4

Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
● How is the lesson structured (opening, body, and
closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used?
How will results inform instruction?
Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
● let the students move around in
transitioning, provide them brain
breaks to ensure engagement
● Play games with students. Make the
game includes a great deal of
comprehensible input in the target
language
● Provide opportunities for students to
talk and share their life in the target
How to interact with students. language.
● Provide words and sentences frames
to make sure they can easily express
themselves without pressure and
anxiety
● Share your interests and stories in
class in the target language
● do you have a hook for your opening?
you can bring some Chinese food or
play a video about Chinese food
culture as opening to grab their
attention?
● when you show regional Chinese
cuisines, are you expected students to
Opening: After we learn some principal regional
repeat after you of Chinese food
Chinese cuisines. We are going to a Chinese
names?
restaurant and learn how to order food and
● when you teach sentences, do they
drinks. Body: I will teach students some
take notes or repeat after you?
sentences about how to order dishes. Second, I
● have students brainstorm what do
will have them practice with their peers. Third,
they usually say when they go to a
we will role play. Closing: I will show them a
restaurant and order food?
short video about people order food in a
● you can also play a video or
Chinese restaurant. While students practicing in
screencast with voice over and visuals
group, I will walk through the class, listen and
of ordering food in a restaurant and
talk with them, make sure then can get help if
ask students to listen to the language.
they needed. If students can do role pay if
They can see if they can understand
means they meet the lesson goals. If they don’t,
something to bring up their curiosity
I will practice with them more.
and interests.
● do they need to conduct a script for
their role play? are they going to use
their paper when they present their
role play?
● I love your idea of showing them the
video of eating at a restaurant!
● It seems really fun to see Chinese
restaurant decorations! Students for
sure will love it and it is relevant to
I will decorate one part of the classroom as a
the topic.
Chinese restaurant. Have students role play.
● how do you check their understanding
After students practice enough they can use
and learning throughout the lesson?
what they learned to order food.
when you introduce Chinese food,
teach the sentences, how do you
check their progress?
● how do you divide students for their
I will separate my students into two parts so
role play? Do you assign them
they can help each other.
partners or they can choose?
Page 2 of 4

Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were students
engaged? How were
students not engaged?
● How did students contribute
to their learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
● If they can not perform a role play,
I will show a short video about how people
what is the plan?
order dishes in a Chinese restaurant. After the
● How can you make sure the
video, I will ask them how to pay after you eat,
knowledge of the language will be
that will be the next class.
retained after the class?
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
teacher reviewed the materials
with the students. Teacher asked students were looking at the I will write down students name in
the students to repeat after her board and participate in the different card and draw lots for turns
for the target words and review sections. to read words in the future.
phrases.
The setting of the classroom is
very welcoming. The signs of the
high- frequency words on the
side board is very helpful. The
teacher uses the signs to make
sure language can be Students search for the words
comprehended. The teacher also from the signs on the board
set up a “restaurant scene” for while conducting their
students to demonstrate their sentences . Students watched
I had words written on the board
activity. The teacher also utilized the video and answer the
because students cannot remember
an authentic “eating out” video questions to demonstrate their
what they have learned and we
to engage students. The teacher understanding of the video. don’t have a text book.
made stops throughout the Students delivered their skit at
video and ask students the “restaurant scene. Students
questions. “How many people in asks questions about food and
their party?” “What did they drink terms.
want to eat?” “What did the
waitress say after they order
they food ?” The teacher asked
the whole class to help emerging
students to catch up and learn.
The teacher passed out the
handout and asks students to
The students read the handout
review the target words and
and participated. The students
phrases on the handout. The
read back teacher’s expectations Students were helping each other
teacher explained her
of their skit. Students asked well in their group. They followed
expectation of the skit. The
various questions to expand my example to get their own
teacher took time to address conversation done.
their learning. Students helped
questions and confusion. The
each other to learn and
teacher makes sure everyone is
improve.
learning by gathering help from
the students.
Page 3 of 4
CSTP 3: Organizing
Subject Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students construct
knowledge of subject
matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
There are no other comments or notes.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The teacher wrote vocabulary
Students were asked to create When they have misconceptions
words on the board . The teacher
their own skit. they first discuss in their group and
showed an example of eating at
students were asked to answer then confirm with me while I walked
a restaurant that vocabulary through the classroom.
questions voluntarily.
words were used.
Teacher walked around the
room to help. Teacher asked
various questions to make sure
understanding. Teacher used While I was teaching the whole class,
Students work productively to
simpler words to enhance I asked various questions, used stage
create and rehearse their skit.
understanding . Teacher property and drawing to explain
They asked questions. Chinese words and conceptions.
provided many examples and
asked students to translate her
words to English and from
English to Chinese.
The teacher made sure all
questions were answered. When Students learn better in a role
students completed their skit of playing than just sit on their chair
students struggled, teacher
“eating out in a Chinese doing conversation in groups. I will
explained again. The teacher try to plan more role playing in the
restaurant”.
broke down larger chunks for future after every unit.
students to learn.
Section 4: Post Observation Conference
Students basically achieved all the lesson objectives.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I do not have English Learner in the They worked together well with He pay attention on the class
world language class. their group. most of the time.
To make sure all students practice what they should do in the role play, I will give them a check list to practice.
The role play was a good design. Wrote down all the important words on the whiteboard helps students to
learn. Give them an example was good to help too.
Need to give students a check list to make sure they include all the language notes in their role play
conversation. Need to think a better way to have students do the reading better. Need to have higher level
students to ask questions to others (the higher level students can practice and others can listen to different
pronunciation)
Role play is a good way to practice a foreign language. I will keep using it in the future.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 4 of 4