Varty Yeremian November 14, 2012 Penn Mentor: Cheryl Green

Mathematics Lesson Small Group Instruction Grade: 2 Pre-Arranged Lesson Feedback

I. Student Teacher A. What things went well in your lesson? 1. I like the way I gave directions and got the students to focus on me (the teacher). 2. I liked the kinesthetic component of the lesson (activity with cubes). 3. I enjoyed the reaction of the students when I used the names of group members in the word problems. 4. I was consistent about repeating directions. B. What would you do differently? 1. I would spend more time modeling. 2. I would do an actual problem while talking about each thing that I do. II. Penn Mentor A. Positive aspects of the lesson 1. The lesson plan was well organized, thorough and submitted to Penn mentor in a timely manner. 2. The students were positioned and peer groups were created to optimize learning. 3. Teacher reviewed norms with the students. 4. The objectives of the lesson were clearly stated. 5. Lesson plans were designed to activate prior knowledge. 6. The teacher related current task to past learning experience. 7. The teacher informed students of time given to complete a task, plus reminders of time remaining. 8. Students were engaged. 9. 5. The teacher established an environment where the students felt secure to take risks by guiding peer directed discussions and positive feedback. 10. All directions and expectations were clear. 11. Students were involved in cooperative activities. 12. Teacher used a variety of materials and teaching strategies. 13. Teacher provided individuals with support and was observant of work being done by each student. 14. Teacher managed disruptions in a way to promoted cooperation from the students. 15. Teacher used effective oral and written communication. 16. Teacher used multiple assessments to evaluated objectives. 17. Teacher seized a teachable moment by acknowledging a mistake. 18. The closing included a summary of what took place during the lesson.

B. Recommendations 1. Invite students to summarize what they learned from the lesson. 2. Take your time when modeling the procedure for finding an answer. 3. Give and allow students to clearly define terms early in the lesson and offer opportunities for students to demonstrate their understanding throughout the lesson. 4. Be careful not to call on the students who seems to know the answers. 5. Be sure to attend to the student who demonstrates a need for further instruction. 6. Be available to provide several teacher talk modeling experiences when you deem there is a need. This can be done with the entire group or with individuals. 7. Make adjustments in your lesson to assure your objectives are being met.