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
Katherine Harrison katherineharrison222@gmail.com English 11
Mentor Email School/District Date
CA Connections
Teresa Chacon tschacon12@gmail.com 10/13/2019
Academy/Ripon
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-LITERACY.RL.11-
12.9
Demonstrate knowledge of
18th, 19th and early 20th
century foundational works
of American Literature,
including how two or more 1a) Students will be able to
texts from the same period identify aspects of Whitman’s
treat similar themes or “When I Heard The Learn’d
topics. Astronomer” that reflect
characteristics of American
CCSS.ELA-LITERACY.RL.11- Romanticism.
12.5
Analyze how an author’s 1b) Students will be able to
choices concerning how to explain how the structure of
structure specific parts of a “When I Heard the Learn’d
text contribute to its overall Astronomer” reinforces its
structure and meaning as meaning.
well as its aesthetic impact.
2. Students will be able to connect Review of American
CCSS.ELA-LITERACY.RL.11- the stories in the American American Romanticism Romanticism (Preparing for
12.4 Romanticism movement to Unit 2 Test)
Determine the meaning of historical events between 1820-
words and phrases as they 1864.
are used in the text,
including figurative and 3. Students will be able to
connotative meanings; evaluate Poe’s short story “The
analyze the impact of Masque of the Red Death” in
specific words with multiple terms of Poe’s standard of unity.
meanings or language that
is particularly fresh, 4. Students will be able to
engaging or beautiful. evaluate an example of
descriptive writing in terms of
CCSS.ELA-LITERACY.W.11- its appeal to the senses and its
12.1 overall effect.
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and Skills are developing as NT investigates and
just coming into prominence examines pedagogical practices
CSTP Element
Using a variety of instructional
strategies, resources and technologies
1.4
to meet students’ diverse learning
needs
Creating physical or virtual learning
environments that promote student
learning, reflect diversity, and
2.2 encourage constructive and
productive interactions among
students
Inquiry Focus/Special Emphasis

What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
 What specific feedback do you want from your ME?
Focus Students
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Explores additional instructional strategies, resources, and
technologies in single lessons or sequence of lessons to meet
students’ diverse learning needs.
Exploring
Students participate in single lessons or sequence of lessons
related to their interests and experiences.
Experiments with and/or virtual learning environments that
support student learning.
Structures for interaction are taught in single lessons or
sequence of lessons to support student learning.
Exploring
Students use resources provided in learning environments
and interact with each other to understand and complete
learning tasks in single lessons or sequence of lessons.
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.
- Your focus is a much needed emphasis at
this point in the semester. Students often
struggle with understanding literary
periods and the historical context.
Devoting a lesson to provide an in depth
discussion will provide students the
opportunity to gain a greater
understanding.
- The review of characteristics will help
solidify their understanding. The elements
of the Romantics and the distinct
1. My special emphasis in this lesson is on using a historical impact on this lit. period are
variety of instructional strategies, resources and closely related to the U.S. History
technologies to help students recognize elements curriculum designed for students in the
of a literary movement in specific texts. th
11 grade. These elements will begin to
merge with the lesson you provide.
2. Students will review the characteristics of
- When addressing concept that are
American Romanticism and then look for those
potentially abstract, such as a literary
elements in a poem and an excerpt from a short
movement, I work to find a parallel
story.
concept that is relevant to students’ lives.
3. I would like to know how my ME increases I use the poll pod to initiate discussions. I
student engagement and involvement when try to design questions/free-writing
teaching in a LiveLesson room. prompts that generate self-reflection or
questions that promote reflection on the
current social climate. Students often
engage when they feel they can
confidently contribute to the discussion.
I’ve found that students will freely share
about their own personal experience. This
gives students an opportunity to
contribute in a safe space and enter into
engaging with the curriculum with less
anxiety.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Page 2 of 8
 Summarize critical needs and
how you will address them
My students with IEP’s and 504
during this lesson. plans have needs similar to my
students who are English
English Learners need background Many of my students won’t
learners. They need
knowledge about the Romantic period be able to attend my lesson
background knowledge about
and the authors we are covering in this live. I have students who are
the content I’m covering in this
lesson. They also need vocabulary competitive athletes who
lesson, vocabulary words
words defined and for content to be travel and compete on week
defined, and for content to be
taught through both visual and audio days. I also teach child actors
taught through both visual and
means. who are busy with their
audio means.
careers. These students will
I will use brief videos to provide need an incentive to watch
I will use brief videos to provide
background knowledge, as well as the recording of this lesson
background knowledge, as well
slides with information typed in bullet and to remain engaged with
as slides with information
points to accompany my instruction. it while they watch.
typed in bullet points to
accompany my instruction.
I’m not able to identify a specific I will offer extra credit to
student because attendance at my every student who sends me
I’m not able to identify a
LiveLesson (or watching the recording) the completed exit ticket
specific student because
isn’t mandatory. discussed in my lesson.
attendance at my LiveLesson
(or watching the recording)
isn’t mandatory.
I use the data we have available on our
student’s overview page. Students with
specific needs and accommodations are
also easy to locate on the main student
sections page. By clicking the exclamation
icon, we can provide accommodations
I would like to know how my ME supports her that will serve many students with
students who are English Learners and her
scaffolded instruction and/or
 What specific feedback regarding your focus students students who have IEP’s and 504 plans. I’m also
differentiated instruction inspired by the
do you want from your ME?
curious about whether she has found that her
needs of students with an IEP/504.
students are more likely to complete and send her
I have had some success with the exit
certain types of exit tickets.
tickets. The primary reason I strayed away
was, I often used every last minute of
instruction time and students would be
active and participating and have to leave
right on the hour. They would miss out on
the opportunity to earn those points.
I really like to use the poll pods as a
discussion tool. As I mentioned before,
the pods do not have the intimidation
Specific Feedback I’d like to know what LiveLesson room features
factor that typing in the chat pods or
 What additional specific feedback do you want from my ME likes to use. I have a very basic
your ME regarding lesson implementation? jumping on the mic seem to have. I’ve
understanding of LiveLesson rooms at this point.
found that when I start a lesson and end a
lesson with a poll pod, students seem
more willing to engage.
1. Lesson structure: Your schedule for your lecture is a nicely
Pre-lesson music and free chat (5 min before scaffolded lesson. Providing students with
lesson start time) chat time and a warm up poll is a seamless
Warm-Up Poll (5 min) way to begin a lesson.
Instructional Planning
 How is the lesson structured (opening, body, and Announcements (1 min) Employing strategies such as modeling
closing)? Objectives (1 min) and guided practice are excellent
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals? Standards (1 min) examples of ‘scaffolded’
 What progress monitoring strategies will be used?
How will results inform instruction?
Anticipatory Set: I will show a brief video to teaching/learning. Students with
review American Romanticism. accommodations and special needs will
For each of the four Unit 2 essay questions we will benefit from these strategies.
be reviewing, I will utilize modeling , guided
practice, independent practice and a stretch break Your lesson is a well developed review of
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 8
 for a total of 12 minutes per question. (48 min
total)
Closing: Review objectives (1 min)
Exit ticket: I will post a slide with the instructions
and explain them verbally. Students will send
their exit ticket to me via webmail for extra
credit.(3 min)
2. Students will be able to learn through both
auditory and visual methods through music,
videos, reading content on slides while someone
reads it out loud, and answering questions in the
chat pod and on the mic.
3. I will monitor student understanding through
the answers they give during the lesson and spend
more or less time on certain topics based on how
well students seem to be understanding the
content. I will evaluate the results of the Unit 2
Test essay questions to see how well students
accomplished the lesson’s objectives and adjust
my teaching for the Unit 3 essay questions
accordingly. Students will also have the
opportunity to meet with me by phone if they
would like to revise their Unit 2 essay questions
and I will adjust my teaching based on the results
of their Unit 2 essay question answers.
I will use contemporary music and videos to
illustrate the concepts in the lesson. I will
prioritize representation and diversity in the
Student Engagement/Learning

music and videos I select.
How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives? Students will send me drafts of their essay
answers as their exit ticket. These exit tickets will
show me how well they mastered the lesson
objectives.
I will convey friendliness and a welcoming
attitude to my students. I will speak to them
respectfully and with appreciation for their
participation. I will use their names when I
Classroom Management address them and double-check pronunciation.
 How will you maintain a positive learning
environment with a welcoming climate of caring,

respect, and fairness?
Identify specific classroom procedures and strategies
I will state my expectations for appropriate Live
for preventing/redirecting challenging behaviors. Lesson behavior during the announcements at the
beginning of the lesson. I will monitor the chat
pod conversation to encourage on-topic
comments that are respectful and I will redirect as
needed.
Closure
To close my lesson, I will review the lesson
 How will you close your lesson? objectives and repeat the announcements I made
 How will you assess student learning and prepare at the beginning of the lesson.
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the period you will be discussing. Using a
multifaceted plan will provide you with
opportunities to tailor your lesson to
those who enter your room. In the event
that you have low attendance, you have
designed a lesson that will serve the needs
of students from various levels of ability.
As you prepare for the lesson in the LL
room, for the sake of time, it always helps
to give the class a heads-up on the
opportunities. You can mention that you
will be asking for volunteers during the
lesson and it’s a good idea to troubleshoot
before the lesson begins.
The use of data reflection will serve as a
tool to guide reteaching opportunities.
Also consider reflecting on what worked
well in the lesson and what you would like
to improve, once the lesson is complete.
The use of film and music is always an
excellent way to connect to real world
concepts. Students often complain of
feeling disconnected from the curriculum.
Students will naturally make those
connections as you consider those major
themes or elements of lit., and with this
you create bridge for students.
The exit tickets are definitely an effective
tool. Consider how you will address
students who are engaged and
contributing but may have to leave prior
to the exit ticket.
Students appreciate warm and welcoming
environments. The online setting is not
much different from the brick-n-mortar
setting, in the sense that students still
hope to feel comfortable when they
attend an LL. Classroom management is
still an issue teachers at CA struggle with.
By modeling proper etiquette, you set the
tone for the year and students will benefit
from a positive classroom climate.
Reviewing the objectives is key to the
effective ‘wrap-up,’ students who are
vigilant with notetaking appreciate the
structure.
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My students will send me their exit ticket via
webmail and I will be able to assess their learning Accepting the exit ticket via WM is a great
by reading their answers. example of being flexible and creating an
environment that is inclusive. We have a
dynamic population of students and by
providing alternatives, we accommodate
the masses, rather than excluding
students who are unable to attend the
lesson.
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 Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you prefer?
two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
How could you create a math problem that could be solved with this
difference between them”). Groups then selected a strategy and question. I need to give them a Bloom’s question stems
strategy?”)
created two math problems to exchange tomorrow. handout next time.
NT reviewed new essay question
Students engaged with NT lecture
response method, RACE format, with
materials, discussed elements of
students. Discussed the importance of
RACE format, reviewed reading
referring back to the essay questions and
selections for Unit test.
organization when responding to
-Students filled out the poll re: the
prompts.
RACE format.
-When reviewing new materials with
-It’s good to revisit the poll pod
students it is always good to start with a
and use this as a conversation
baseline, determining where students
starter.
are with the materials.
I was surprised by how interested
the students seemed in the topic.
But there were also moments
when I asked a question and felt
like I couldn’t get a response.
Students were also reluctant to
read paragraphs on the slides to
the group.
The students answered a poll
question about their familiarity
NT provided polls, discussion questions, with RACE format. They also
reflection activities, and reading answered a question asking what
selections. There were very few off-topic they knew about American
NT provided opportunities for students conversations. Students were Romanticism. They had the
to confirm understanding. NT also engaged and enthusiastic about opportunity to earn extra credit
provided extra credit for students who the opportunity to meet with the by answering four Exit Ticket
confirmed learning via an ‘exit ticket.’ NT and engage with materials that questions, and seven of them
NT maintained enthusiasm during the were relevant to what they were sent those answers to me.
livelesson, NT provided opportunities for working on.
students to confirm understanding after I was able to review the students’
attending/watching the lesson. answers on their Unit 2 Tests. I
gave feedback to each student on
their answers, which provided
them with an opportunity to
assess their learning.
Focus Student 1: N/A
Focus Student 2: This student
reads and writes at a third-grade
level and generally doesn’t
participate during LiveLessons.
Page 5 of 8
 He did type a brief answer a
couple times, which I was glad to
see. And he sent me the answers
to the Exit Ticket questions, and
earned all four available points.

Focus Student 3: This student

entered the LiveLesson room
about halfway through the lesson
and enthusiastically made his
presence known in the chat pod.
I was glad he made it, but I need
to redirect his enthusiasm.
I had the LiveLesson room
organized with a pre-lesson
layout containing a poll pod,
audio clip with a song, and
discussion question. My second
layout for the lesson contained a
Google Slide presentation that
NT and students engaged in lecture Students participated in a poll
walked us through the lesson. My
discussion, NT led discussion on analysis question, students answered
CSTP 2: Effective energy and friendliness created a
Learning Environment of literature and how to approach essay discussion questions, engaged with
 How did students and supportive learning atmosphere.
teacher contribute to an
response questions. NT initiated class one another, and engaged with NT
effective learning discussion. NT provided a classroom throughout the lesson and
environment? My students contributed by
atmosphere conducive to student prepared for future response via
typing their answers in the poll
engagement. Webmail.
pod, discussion question pod and
chat pod. Several students spoke
on their mics and volunteered to
read selections for the group.
Seven students sent me the
answers to the Exit Ticket
questions.
My slideshow, poll pod and Exit
Ticket questions presented the
information to my students and
gave them the opportunity to
process and solidify their
CSTP 3: Organizing Students were introduced to learning.
Subject Matter scaffolding materials to support
 What actions of the NT
contributed to student student writing skills when My students participated in
The NT prepared the lesson with the
assimilation of subject completing formative assessments. discussing the material via chat
matter? clear goal of providing useful steps to
 How did students While some students had limited pod and on the mics. They
construct knowledge of introduce students to new support
subject matter? experience with the support watched the slides I prepared
 What misconceptions did
materials to scaffold core curriculum.
materials, students engaged in and answered the Exit Ticket
students have and how
were they addressed by class discussion and demonstrated questions.
the teacher?
understanding during NT’s lesson
Many students didn’t understand
how to follow RACE format. The
“C” in RACE is for “Cite Evidence”
and that was the most difficult
step for them.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 8

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Students discussed their
The nature of the lesson was targeting
knowledge of the format,
differentiated instruction, providing
discussed elements of analysis,
scaffolding materials, assisting students
practiced writing responses
with written response. The response
utilizing scaffolding materials and
format was demonstrated for the class
prepared for the unit test, where
and students were encouraged to
they demonstrate mastery, using
participate in demonstrating mastery.
the RACE format.
Students did not appear to struggle
with the content and discussion,
while there were students who
NT provided opportunities to confirm were not familiar with the
understanding during lecture, the chat materials, students were
pod was active throughout the lesson, responsive and successfully
students were guided in selection demonstrated understanding.
readings, written analysis, and step-by- Additionally, students appeared
step demonstration of new scaffolded enthusiastic about using the
written response materials. format for future assessments, as
well as sending a response via
Webmail, confirming
understanding.
Section 4: Post Observation Conference
Eleven students attended this lesson. Two still haven’t taken the test. Of the remaining nine, seven earned a
higher score on the 16-point essay question than they did on the Unit 1 Test 16-point question. Four students
earned full credit on the 4-point essay question, which is an improvement over their scores on the Unit 1 Test.
There is still room for improvement and I hope to see even better scores after my next lesson on how to follow
RACE format.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504
None of the students who attended this I have a student who reads at a
lesson are English learners. However, I third-grade level. He submitted
plan to develop an alternate RACE rubric the extra credit questions, so I
for my EL students and I want to hold a was glad he earned the extra
separate LiveLesson specifically for them. credit. But he wasn’t able to
The slideshow I prepared aimed
to support visual learners and my
spoken presentation supported
audio learners. I included a video
clip narration of a poem to help
students understand the poem
better. The RACE format I
presented is aimed at supporting
all learners to construct an
effective essay answer.
Student participated by
answering questions, reading out
loud, making comments and
sending me the Exit Ticket
answers. They were also
hopefully taking notes to prepare
their essay answers.
Students answered the essay
questions on our Unit 2 Test by
following the RACE format that I
taught in this lesson.
Nine of the eleven students who
attended have taken the test.
Seven of them received passing
scores on their essay answers,
which is an improvement over
their Unit 1 Test answers. But
none of the students scored
higher than 12/16, so there is still
room for improved
understanding.
Through my Google Slide
presentation, I provided a step-
by-step breakdown of RACE
format and how to apply it to the
specific Unit 2 test questions. I
engaged my students in
discussion about the questions
and about RACE format. The Exit
Ticket questions and Unit 2 Test
essay questions provided
students with a chance to
demonstrate their learning.
Focus Student 3: Your Choice
One of my students has had
multiple Honor Code
Violations. Before he took this
test, every assignment he
submitted was copied directly
Page 7 of 8

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
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.
I will do my best to get them to attend answer the essay questions when
from the internet, resulting in
live, but I can share the recording with he took the test. I need to have a
documentation in his student
them if they aren’t able to attend. phone conversation with him and
record and several phone calls
I am hopeful that he can answer
with him and his mom. Finally,
the questions verbally.
I had a conference with him,
his mom and an assistant
principal. After attending this
lesson, this student was able
to submit passing answers on
the Unit 2 Test. As far as I can
tell, he didn’t copy his answers
off the internet. I am hopeful
that this lesson made a
difference for him and helped
him feel confident in his own
answer.
1. I want to use a more engaging song playing before the class starts. Something that helps my students feel
motivated and energized.
2. I will save the poll pod for the start of the lesson, and then use it as a conversation starter.
3. I will share some actual student answers that the students attending can help me grade using the rubric.
1. My lesson topic was relevant and something my students could apply immediately on their next unit test. It
was a bonus lesson and I held it at a different day/time than the regular weekly lesson. The fact that 11 students
attended showed me that they felt the topic was worth their time. They also engaged with me throughout the
lesson, which was another good sign that they felt the content was useful.
2. I was organized. I prepared slides that followed an outline that moved sequentially through the questions on
the test.
3. My follow-up activity (Exit Ticket) reinforced student learning and encouraged them to revisit the lesson to
find the answers to the extra credit questions.
1. If I lengthen my wait time before answering a question myself or moving on, I will increase student
participation. It’s easy to feel uncomfortable with the silence. But that silence will motivate students to speak
up.
2. Posting LiveLesson etiquette and keeping it visible throughout the lesson will give me something concrete to
point to when a student enters the LiveLesson late. I can point to it to remind the student that a lesson is in
progress and that they need to quietly join and not disrupt the class. I think it can be easy in an online setting to
think that typing enthusiastic greetings in the chat pod isn’t as disruptive as entering a brick-and-mortar
classroom and shouting out a greeting to the class.
3. I’d like to use the poll pod at the beginning of the lesson as more of a conversation starter, instead of
something for the students to do while they are waiting for the lesson to begin. Asking follow-up questions is
one way to expand on the poll.
I am planning to teach a similar lesson before the next unit test. So many of my students are struggling with
RACE format when answering their quiz and test essay questions. I feel that this lesson made a difference and
that it will be worthwhile to reinforce the concepts I taught before the next test. In my next lesson on this topic,
I will use the poll pod as a conversation starter, increase my wait time after asking a question, and post and
review LiveLesson etiquette for late arrivals.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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