Deborah Schaffer

Note: The following observations were made of teachers in Virginia by Jeanette Gordon. The teachers were given a pre-observation form to complete if they chose to. If they did not answer some of the questions, those were deleted. They also had the option of using a different format of their choice to communicate prior to the lesson.


PRE-OBSERVATION FORM


Teacher: Jennifer Larsen (Mainstream 1^st grade teacher with ELLs)
Observation Date/Time: March 4, 12:00-1:30 No. of students: 22
Grade and ELP level/s: First Grade Subject: Math

Jeanette- A few things you need to know about my math time. My math is set up in several sections. Although transitions are one of the toughest for my kids, they need to move, so I do them often.

We begin our math lesson with a math journal problem. This is when the students solve a math question using pictures/drawings. After students complete the problem, they write about the steps they followed. When then timer goes off, the students share their strategies with their table.
Next, we do a slate board activity. This is when we practice and/or review a skill. For example, Count by 2s to 20. Write the numbers you count or Draw a growing pattern using 2 different shapes. The important thing here is all students are writing at the same time. This is one of my assessment times to see kids using skills learned.
Then we get into the lesson. (see below.) We end math by playing math games in 6 different math centers. I move things around based on time.

1. 
   What “big idea” do you want students to understand in this lesson?
   

SWBAT learn that there are many ways to show a number.

2. 
   What critical content do you want students to know?
   

SWBAT see that the pan must balance. Ex. 7 cubes will always equal 7 cubes, regardless of how you combine them.

3.