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    Observation 2

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    api-267433064
    This lesson is a review day for a math test where students can focus on their weakest areas. The class begins with a warm-up quiz and review. Students then identify two areas from the test review that they struggled with the most. They are assigned to different review stations based on their selected weak areas, including online games and activities about translating expressions, properties, replacement values, and sequences. The teacher and assistant teacher will float between stations to provide support. Students can spend as much or little time at each station as they need to move at their own pace.

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    Observation 2

    Uploaded by

    api-267433064
    1K views2 pages
    This lesson is a review day for a math test where students can focus on their weakest areas. The class begins with a warm-up quiz and review. Students then identify two areas from the test review that they struggled with the most. They are assigned to different review stations based on their selected weak areas, including online games and activities about translating expressions, properties, replacement values, and sequences. The teacher and assistant teacher will float between stations to provide support. Students can spend as much or little time at each station as they need to move at their own pace.

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    observation 2

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    This lesson is a review day for a math test where students can focus on their weakest areas. The class begins with a warm-up quiz and review. Students then identify two areas from the test review that they struggled with the most. They are assigned to different review stations based on their selected weak areas, including online games and activities about translating expressions, properties, replacement values, and sequences. The teacher and assistant teacher will float between stations to provide support. Students can spend as much or little time at each station as they need to move at their own pace.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views2 pages

    Observation 2

    Uploaded by

    api-267433064
    This lesson is a review day for a math test where students can focus on their weakest areas. The class begins with a warm-up quiz and review. Students then identify two areas from the test review that they struggled with the most. They are assigned to different review stations based on their selected weak areas, including online games and activities about translating expressions, properties, replacement values, and sequences. The teacher and assistant teacher will float between stations to provide support. Students can spend as much or little time at each station as they need to move at their own pace.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    STUDENT TEACHING BLOCK 1: Observation 2 (9/29/16)

    3rd block 8:57 10:06


    1.

    Topic: Review day

    2.

    SOL: 7.16, 7.13 a and b, 7.2

    3. Lesson objectives: The purpose of this class period is to allow students to select their
    weakest areas in the content for the test on Friday and receive extra support in these areas.
    4.

    Materials

    5.

    Lesson steps:

    Time

    Activity

    Warm-up: Students took a quiz yesterday, and this warm-up is based on the classs mostmissed questions
    Enforce quiet
    Check HW while they are working on warm-up

    Go over warm-up; clear up misconceptions since these are commonly missed questions

    10-15

    Go over test review. This was passed out Monday and students have had class time to work
    on it and also were required to finish it as HW if not done in class.
    Call on variety of students to answer questions
    Students who left theirs at home or did not complete will receive a new one and complete as
    we go over it

    Instructions for review stations:


    1. Each student is to look through test review and circle two sections they did worse on.
    Write these two numbers at the top of test review.
    2. Introduce each station
    -

    If students selected section 1 or 3 as their worst section, they report to station #2. This
    station focuses on SOL 7.13 a, the skill of translating. Students will individually (and
    silently) play a millionaire game online that practices translating.
    If student selected section 2 as their worst section, they report to station #4. This
    station focuses on properties. Students will use their notes to make flashcards on each
    property to study.

    If students selected section 4 as their worst section, they report to station #3. This
    station focuses on replacement values. Students will complete the dice activity which
    requires them to roll a die, plug in this value for x, and solve different expressions.
    If students selected section 5 as their worst section, they report to station #1. This
    station focuses on sequences and will have students playing a quizizz game online.

    I will be floating between stations 2, 3, and 4. Mrs. Thompson will lead station #1, the quizizz
    game.
    3. Students go to the station that they feel they need the most help in. If they complete
    that activity, then they go to their second worse. They move at their own pace until the
    class is over.
    Announce assigned stations for select students based on quiz grades from yesterday (see
    bullet #2 under differentiation below)
    **Since this all has the potential to be chaotic (since students are moving at their own pace,
    so there is less structure than usual) it is important to strictly enforce noise expectations.
    Every station is to be SILENT except for station #1. This will allow students who really need
    to focus to do so. Talking will result in a warning.

    Differentiation
    Student choice: This lesson is differentiated based on ability because students are able to
    focus on the areas they need the most help in. While some students may struggle with
    replacement values, others may have this down and instead struggle with translating.
    Therefore, it is the best use of everyones time to allow students to focus on their areas of
    greatest need.

    After grading quizzes yesterday, I have assigned some students to one of their stations
    already. For example, one student missed every translating question on the quiz. Even
    though they might have done well with it on the test review (since it was open-note), I
    would like them to visit the translating station.

    Time is differentiated as well instead of setting a specific amount of time for each
    station before rotating, students move at their own pace. Therefore, if a student needs
    more time to complete an activity, they may take it. Higher-level students may get
    through all four stations while a lower-level student may stay in one the whole time. Both
    of their needs are being met.

    In Block 6, an additional station will be added that is led by the SPED teacher who coteaches the course. She will lead a test-taking skills/strategies station. Students with
    certain accommodations and modifications on their IEPs will work with her.

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