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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
Sue Park parksuey@csu.fullerton.edu Multiple subject 2
Mentor Email School/District Date
Korea International
Dr. Laurie Hansen lahansen@fullerton.edu 10-12-19
Content Standard Lesson Objectives Unit Topic Lesson Title
Student can fluently add and
subtract within 20 using
mental strategies.
Add and subtract within 20 20
using mental strategies. By end
Use the “Students will” format.
Tell me the date!
of Grade 2, know from Add and subtract within
memory all sums of two one- Your content objective is for
digit numbers. 20 It’s not clear to me what the date has to do
students to add/subtract with add/subtract to 20.
You will need to add 1-2 ELD
fluently up to 20. What is your
standards to your lesson. language objective? In other
words, will students be
required to listen, speak, read,
or write?
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 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 add new
formed and just coming into and examines pedagogical practices increased relevant and suitable into a cohesive and unified pedagogical methods and strategies into pedagogical repertoire
prominence use of pedagogical choices repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Addressing the needs of English learners Seeks additional information describing elements of culture and language proficiencies in
3.6 and student with special needs to provide 2 - Exploring listening, speaking, reading, and writing. Uses multiple measures for assessing English
equitable access to the content learners’ performance to identify gaps in English language development.

Section 2: Pre-Observation Conference

Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the lesson
Provide feedback on lesson plan reflection.
I’m trying to understand the context in which you are
teaching. Are your students Korean-speaking? Which
subjects do you teach in English? It sounds like you are
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special I planned this lesson that I thought that EL students going to teach this math lesson to students in English.
emphasis? would also be able to approach real-world everyday Besides the two ELs you described below, what are the
● How will you incorporate the inquiry focus
and/or special emphasis into the lesson? activities comfortably and achieve the learning goal other levels of the ELs in your class. Do you know if they
● What specific feedback do you want from even though they are not proficient in English.
your ME? are emerging, expanding, or bridging? You need to first
know their EL proficiency levels, including speaking,
listening, reading, & writing in English in order to plan
appropriately for this lesson.
Focus Students Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
● Summarize critical needs Mohammed (EL): He just arrived in Korea Saud (Immature + EL): He has a hard
and how you will address
them during this lesson.
from Saudi Arabia this year with little time understanding the instructions
English. I will place him with the same and focus on task. I will place him with May (slow learner): I will give her more time to
language speaking students together in a the same language speaking students practice, for example, let her play more related math
small group so that they could interpret to and students who with higher level to games with her group.
help him to solve the word problems help him to explain and solve the
together. problems.
Are you asking me which EL strategies to use? Please visit
the website link below for ideas for numerous strategies
to use with ELs and students with special needs and ALL
students. This website links the strategies to the three
principles of Universal Design for Learning. You’ll need to
I don't want them to feel academically lagging think about the barriers to learning your students
● What specific feedback regarding your focus
because of their English or for any other reason.
students do you want from your ME?
What strategy will be needed? (including the three focus students) will face during this
lesson. Will all students be able to achieve the learning
objectives for the lesson? Your instructional strategies,
student activities, and grouping strategies must support
students in achieving the objectives,
Specific Feedback Whether or not your lesson is effective will depend on if
● What additional specific feedback do you Do you think it is an effective lesson to practice add
want from your ME regarding lesson and subtract within 20 using mental math?
the students meet the content and language learning
implementation? objective(s).
Opening: I will initiate the lesson with our daily
routine activity, calendar, and then will begin the
lesson by looking at the calendar.
Body: We do calendar every morning at morning
meetings and do various activities using 100 charts
while counting how many days in school. For
Instructional Planning example, skip counting number, 1 more or 1 less, 10
● How is the lesson structured (opening, body, more or 10 less, etc. This time, especially, I am trying
and closing)? to give students a variety of word problems so that
● What varied teaching strategies and
differentiated instruction will help students
they can add and subtract in 20 using mental math. Please see lesson plan comments
meet lesson goals? I'm going to divide this activity into small groups and
● What progress monitoring strategies will be have each group write down their answers on a small
used? How will results inform instruction?
whiteboard and post them up. I'll monitor students'
work by looking at the answers to see if they
understand and follow the activities well.
Closing: I will give 3 mins to let the students make
their own questions inside their small group. If they
can ask and answer the questions to themselves,
they’ve achieved the learning goal.
Student Engagement/Learning Since the lesson is based on the calendar, I can make
● How will you make the lesson relevant to all everyone be related. For example, how many days
the students?
left for International Day? And, I will ask students to
Please see lesson plan comments
● How will students show progress towards
master of lesson objectives? make related questions and ask their classmates.
Classroom Management
● How will you maintain a positive learning I'll try to encourage them to participate and give a
environment with a welcoming climate of fair chance to every group and group member. I
caring, respect, and fairness?
always remind the students to raise their hands
Sounds good.
● Identify specific classroom procedures and
strategies for preventing/redirecting respectfully to participate instead of blurting out.
challenging behaviors.

Closure I will give 3 mins to let the students make their own It’s not clear to me what questions the students will
● How will you close your lesson? questions inside their small group. If they can ask
● How will you assess student learning and and answer the questions to themselves, they’ve
make. Will you have sentence frames to help students
prepare them for the next lesson?
achieved the learning goal. think of questions?
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
When teacher reviewed worksheet, she asked additional included all levels of Bloom’s (“Identify 6 problem-solving
CSTP 1: Engaging All Students completed the worksheets and were able to ask questions. Most groups
questions of analysis and evaluation (“which problem-solving strategies; pick two strategies and identify at least one
Students needed revisions for their questions; comparison/contrast was the most common
strategy do you prefer? How could you create a math problem similarity and one difference between them”). Groups
● In what ways were analysis question. I need to give them a Bloom’s question stems handout next time.
that could be solved with this strategy?”) then selected a strategy and created two math problems
students engaged?
to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
Feedback from Mentor to NT: Did
Specific Feedback What is your rationale for the The students learned to make 10 in the first
you find that your planned
● What information can choices you made for this grade. The learning objective of the lesson
you provide the NT activities supported all students in
regarding requested lesson in terms of student was to make the students practice making 10
special feedback? learning & meeting the objective
activities? using mental math.
for the lesson?

Because this was the first lesson of this unit, I

recalled the math vocabularies at the
beginning of the lesson and did three short
CSTP 1: Engaging All
Students activities to make the students stay engaged.
● In what ways were
students engaged?
How were students I used many visuals to help the students to
not engaged? T told students what they would do
engage with the lesson.
● How did students
contribute to their
today for this lesson. She brought Students volunteered answers
learning? out 10 Frame cards. T recorded & addition, subtraction
● How did teacher I asked for answers to the students, asked
and/or students students’ responses on chart sentences.
thumbs up if they understand the questions
monitor learning? paper.
● How were the focus to monitor their understanding.
students engaged
and supported
throughout the
I have monitored every activity to see if the
focus students follow the instructions and
understand the lesson, and I have identified
the partner as a partner who can help them.
Teacher asked students be behave,
because lesson is being recorded.

T reminded Ss to behave at times. Students are seated on carpet

“Listen to instructions.” at beginning of lesson.
I tried hard to control classroom management
because my class is a big class, and the
Next activity. T asked Ss to put their Ss are allowed to talk during
students are distracted very easily by each
markers down. T demonstrated on the activity.
the white board.
Ss listened as T said “10-1” etc.
It was the first lesson of the unit, so with the
CSTP 2: Effective “I’m going to wait until everybody and responded out loud with
Learning concept of review, I planned an easy and
is ready.” ‘Ready?” “10 + 1” for example.
Environment short activities that the students can
● How did students and
teacher contribute to participate easily.
an effective learning T reminded Ss to listen to Ss listened & indicated they
environment? instructions & told them to find understood with thumbs up
I used the pair share to check the involvement
partner. T explained activity. T and that they were ready with
of the students.
checked for understanding. hands raised.
I made the students use the whiteboards and
“Hands on top.” Ss put hands on Ss worked with partners on
markers to monitor individual students'
head. T asked who has a partner. T the rug.
checked for understanding while Ss
worked with partners. Ss put boards & markers back.

T asked Ss to put boards & markers

CSTP 3: Organizing
Subject Matter Teacher has chart titled “Math I think the activities went well, and the
● What actions of the NT Vocabulary,” T went through each students achieved the learning goal of the day
contributed to Students participated in talking
student assimilation word with the class. by participating in the activities.
of subject matter? about the vocab words.
● How did students I and my co-teacher tried to monitor the
construct knowledge T demonstrated how to make 10 on understating of the students' every activity
of subject matter? S listened, watched, and
● What misconceptions white board. T asked again who is and tried to correct them if they didn’t follow
did students have participated.
and how were they holding a marker. the instructions or didn’t understand the
addressed by the

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5
A few times it sounds like another
adult is in the room.

There was a disaster drill during the


T distributed mini white boards &

markers to Ss. T reminded Ss to sit
CSTP 4: Learning on the carpet.
● How were students
For my students, who have a short focus time.
supported through T explained white board task. Ss listened to T as she showed
differentiated I organized short and easy activities, and for
instruction? them cards & then wrote on
● How did students efficiency used visuals and used tools such as
participate? T checked Ss’ understanding by white boards.
personal whiteboards and markers.
● How did the NT
contribute to student
looking at what they wrote on the
learning? boards.

T had Ss find a partner.

CSTP 5: Assessing
Student Learning
● How did students
demonstrate T asked class, “Do you get it?” After checking their understanding through
achievement of Ss said yes.
lesson objectives? their activities with their partners, the last
● In what ways did
T had prepared a worksheet for activity was to individually release the
students struggle or Ss completed worksheet with
demonstrate limited students to complete to check their worksheet to see how much the students
understanding? partner.
● What teacher actions understanding. achieve the learning objective.
contributed to

Section 4: Post Observation Conference

To what degree did
students achieve lesson I think they’ve achieved the learning goal of the day.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Since he knows the content and I
To what degree did focus I gave her more time while she was doing
paired him with the student who Because I used many visuals
students achieve lesson pair work. Tried to monitor her as much as
objectives? speaks the same language as him to he understood the content of
possible to see she follows the
help him, he achieved the learning the lesson.
goal of the day.
What would you do I think even though they were short and simple activities because it was the first day of the unit, three activities
differently next time? were too much for the students to sit on the carpet focusing. I’ll try to reduce the activities next time.
What were three top
Lesson Strengths? Engagement, using visuals, monitoring in multiple ways.

What were three top

areas for improvement? classroom management, transition time, effective time using.

What are next steps? After this lesson, the students will learn about adding and subtracting up to 20 using mental math.
Other Comments/Notes

I’ll try to keep the transitional time short and effective next time. Also, I’ll try to keep in mind more effective classroom management as

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 5