Professional Documents
Culture Documents
Maryland
SCHOOL STATE:
Lorene Hoffler
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
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CLINICAL PRACTICE EVALUATION 3
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
100.00 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
Observation #3 Notes:
1:41 –
The observation began with the teacher having two students identify the numbers 6 and 9. Next, the
teacher had the students identify the numbers on a card. Then the teacher had the students represent
the number 9 with (frog counters) manipulatives. The teacher praised the children and had then count
the number of frogs on the card. The students were asked to show the teacher the number 6 and
represent the number with six frogs. The teacher asked the students the number she was trying to
represent, and the student said six. The teacher tapped the table to obtain a student’s attention and
asked the students which number is bigger. A student shared nine was bigger. The teacher asked the
students if she could put six on both cards and the student said no. The teacher asked why, and the
student said, “Because it is not a six.” The students were able to tell the teacher that they counted to
determine there are nine frogs on the paper.
1:49-
Through prompting, the teacher helped the student understand that she counted to represent 9 frogs
on the paper. The teacher flipped the numbers upside down and asked the students if the number
changed. The students were able to share that the numbers are still the same, just flipped upside down.
The teacher modeled how to make a nine. When the student came to the teacher, the teacher
redirected her back to her seat. The teacher had the student trace the number nine with their fingers.
Then the students were asked to write the number nine with their fingers onto the table. The teacher
modeled for the students and then provided a paper. The students were asked to write their names
onto their papers.
1:54 –
The teacher explained to the students to show her nine on one side and six on the other with a dotter.
One student had seven dots for his six and the teacher had him recount. He was directed to cross-out
the extra dot to represent six. The other student had nineteen green dots and nine red dots. The
Cooperating Teacher assisted the student to understand that she needed six dots on one side of the
paper and nine on the other. (Suggestion: provide one card at a time and ask to represent six, then
another paper to represent nine.)
1:59-
The students wrote the numbers their dots represented on their papers. To ensure one student
understood, the teacher asked the student to make her six dots and then nine dots. The students
transitioned from small group and a new group of students joined the teacher.
2:04 –
A group of three children joined the teacher. The teacher informed the students that they will be
working on numbers pass 10. The teacher pointed to numbers from 1 to 20 and had the students count.
The students were able to rotely count to twenty. When the teacher pointed to a number randomly, the
students misidentified the numbers. The teacher pointed to numbers and explained how the numbers
are stated.
2:11 –
Using (frog counters) manipulatives, the teacher asked the students to show her twelve frogs. The
teacher had the students recount to be sure they represented twelve. The teacher had the student place
the frogs in a line to count. (Suggestion: Group the frogs in groups of six for subitizing. Subitizing is the
ability to see and immediately recognize an amount by the grouping of objects.) The teacher had the
students write 12 on the table with their fingers.
2:15 –
The students were asked to represent fifteen. (Consider placing a number card on the table when the
students represent a number.) A student counted sixteen frogs and the teacher asked if the student
have enough frogs and the student said she needed more frogs. The teacher helped her to see that she
had too many frogs for fifteen. Another student received support, however struggled with representing
fifteen. One student wrote twelve for fifteen for his invisible number. (Suggestion: Have the student
write on white boards to represent a number.)
2:22 –
Students receive a paper to write their names. The students received a number card and asked to
represent the number with dots. Two students represented the numbers incorrectly and needed
assistance from the teacher and Cooperating Teacher.
2:25 –
At the end of the observation, the class joined the group. The children in the group were asked to write
their numbers onto their papers.
• Wonderful job moving the students to analyze their responses. This was evident when you
asked the students if both cards could have six objects on them. The one student was able to
determine that it would be incorrect to place six counting frogs on the card labeled nine.
• When students practice writing numbers, consider using sand or shaving cream to allow for
visibility. When this was done on the table through motion, a student incorrectly motioned his
hand in forming his number.
• Consider having the students write on small whiteboards with a dry eraser maker or on the table
(if it wipes off). This will allow you to better assess their understanding.
• Continue to work on improving your pacing of the lessons during small group instruction.
Consider utilizing a kitchen timer or a timer on your Smartphone to keep track of your pacing.
• Consider separating the numbers by having the student create the six on a separate paper as
the nine. This will help to clarify the differences in value and shape of the numbers.
• Consider having the students form groups of six multiple times before moving to nine. In
addition, have the students practice forming multiple groups of nine before transitioning to the
formative assessment or Exit Slip. Increasing time practicing the skill will help with retention of
information.
• To increase understanding of numbers and to prevent rote counting, consider having students
come to the list and point to the numbers. Have each child count aloud while pointing. This will
allow you to pick-up on errors and make corrections.
• Continue to develop your understanding of teaching Mathematics in Early Childhood Education.
Here are some websites that may assist you:
o https://dreme.stanford.edu/projects/early-math-resources-teacher-educators
o https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/psmath.pdf
o https://www.teachingchannel.org/blog/2018/02/23/6-strategies-for-teaching-math/
• Your lesson was aligned to the standards in your lesson plan.
• You were well prepared for your lesson and placed a great deal of thought in the planning of the
lesson.
• You have a wonderful rapport with the students. You calm demeanor creates a relaxing learning
environment.
5ES MATHEMATICS K-12 LESSON PLANNER
The 5 E’s Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process.
Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the lesson design.
Lesson Title: Whole Group Math Lesson Title: Group 1: Six and Nine Lesson Title: Group 2: What is after 10?
Unit: Transportation Date: May 1, 2018 Date: May 1, 2018
Date: May 1, 2018 Standards: Standards:
Standards: PK.CC.A.3 Identify the written numerals 0-10. PK.CC.B.4b Recognize that the last number said,
PK.CC.A.1 Verbally count to 10 by ones and then develop rote PK.CC.B.4 Understand the relationship between tells the number of objects counted. Recognize the
counting to 20 by ones. numbers and quantities to 5, then to 10; connect count remains the same regardless of the order or
counting to cardinality. arrangement of the objects.
Materials Needed (1e: Materials and Resources): [Morning: calendar and PK.CC.B.4a When counting objects 1-10, say PK.CC.B.4c Begin to recognize that each successive
pieces, pointer, attendance pocket chart] Lesson: computer, speakers, the number names in standard order, pairing number name refers to a quantity that is one larger.
recording of counting to 100 song (used by the cooperating teacher); Math each object with one and only one number
Center: the counting boxes, the cards from the counting boxes and teacher name. Materials Needed (1e: Materials and Resources): 1-20
created cards for numbers 11-20; Whole Class Instruction: magnetic letters, PK.CC.B.5 Represent a number by producing chart (on ½ sheet chart paper), dry erase easel for
magnetic white board, and number cards 1-15 sets of objects with concrete materials, pictures, presentation of the cart, manipulatives, paper, pencils,
and or numerals (0-5 and then to 10). bingo dotters, cards from a bingo game (11-15)
Data Points:
Many still struggle with counting between twelve and sixteen as well as Materials Needed (1e: Materials and Resources): Data Points:
struggle with counting beyond 39. Manipulatives, teacher created work mats for 1-10 Each of the members of this group struggle with
Although the Early Learning Assessment (ELA) progressions note that (colorful paper ½ sheet size with the numeral written in recognizing numerals beyond ten.
counting to 30 demonstrates preparedness for kindergarten entry, only the corner), written numerals for 6 and 9 for display, dry During the last ELA assessment, one student did not
six students demonstrate this ability in the March assessment. erase easel and dry erase marker, student pencils, paper, recognize ten, and one other did not recognize
bingo dotters beyond eleven.
A third student was able to recognize twelve and
Data Points: twenty only beyond ten.
Each of the students selected to participate in this A final student only recognized eleven and two teen
lesson were not able to recognize the written numbers.
numeral six or nine in the March ELA assessment.
One student could not recognize any numbers above
five and the others skipped 6 when identifying the
numbers.
Two of these did not progress to recognize numerals
above eight and the last student recognized only a
numeral in the teens beyond the numeral eight.
Only one of these students can use 1:1
correspondence to count 20 objects.
Time Frame 10-15 minutes 10-15 minutes 10-15 minutes
Engagement Engagement (Individual, Small Lesson readiness:
Group or Whole Group Work) Whole Class: Students have been practicing rote counting through song for some time. Many still struggle with
counting between twelve and sixteen as well as struggle with counting beyond 39. Although the Early Learning
Objective stated written/orally
Concept Development:
Whole Class AM: Each morning begins with counting the number of students who are attending school that
day as well as how many are not in attendance. Additionally, students count the days so far in the month to
determine the date (or number of days today). This is done first thing in the morning and sets up the students
for numeral recognition and number concepts/object counting each day.
Whole Class PM: Students will participate in singing the routine math song to further rote counting abilities.
Math Center: Students will participate in an activity in which they practice numeral recognition and counting
objects to that number.
Group 1: Modeling writing numerals 6 and 9, modeling object counting for each number using 1:1
correspondence; Independent practice; exit ticket: using bingo dotters to display 6 and 9 on paper as well as
writing the numerals.
Exploration Exploration (Various Groupings) Learning Activity: Math Center (with the support of Ms. Clark, the class paraprofessional)
Ms. Clark will practice rote counting to 20 with the students before providing the students with choices of
Think/ Wait Time manipulatives from the counting boxes and the associated cards (for 1-10) as well as teacher-created cards
Hands on Lab for 11-20 on which students will create sets of objects to demonstrate the numeral on the card. Ms. Clark will
ask the students to count the objects following each student and supporting them as needed in following the
Manipulatives & Tools correct numerical order. She may partner students to have the same numeral to represent through object
counting and have each other check the work of their partner. Partnered students may also complete the task
together with one student counting and another student placing the objects (with verbal counting).
Questions Ms. Clark may use:
o How can you determine how many this numeral is?
Modeling Questions o Why did you choose to count the objects the way you did?
o Where else can you count objects/How is it useful?
o Why did you choose these objects to count?
o How many do you have if you add one more?
o What can we do together to make sure you have the right number of objects on your card?
Student Groups:
Small Group Instruction: