Lumsden Observations
Classroom Observation: Teacher Self Reflection Sheet
Name Chloe Madden Learning Area Writing Year
Level(s):4-6 25.11.15
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Positive
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Areas for Development/Improvement
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The kids really like this topic and have enjoyed making the connection
between our maths work and our writing (not a connection that I would usually
make).
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Because they’re pretty excited about their dream house they are motivated to
write and have lots to share.
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Starting with their plans (which they’ve worked really hard on) was nice –
they’ve been so focussed on their own that it was good for them to see what
each other had included in their dream house.
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It’s been great to hone in on sentence structures – “Is this a sentence” is a
question I’ve been asking all year without actually showing them the
alternative.
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Being able to roam instead of spend the whole time with a focus group up the
front is working well - I need to remember to do this more often.
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The PowerPoint is great to have – The models have inspired the kids to use
better words and being able to ‘steal’ ideas from them in their writers
notebooks has meant they are thinking very carefully about word choice.
-I
feel like the structure of the lessons with whole class moving through to
individual then reflecting as a whole class is effective.
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Jake arrived into class upset about his argument with Ryan at lunch. I tried to engage him outside and in the
classroom and was heartened when he offered ideas during the whole class
session but chose not to push him when he was at his desk. I need strategies to lift him out of that
mood.
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Each child is working on something different.
There isn’t much room to work on their triangle goals in this style of
writing (a lot are left with using emotive language – similes and metaphors
or personification or experimenting with more complex punctuation).
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Valen and Ethan were doing a lot of chatting up the back and I never actually
made it back to them during the lesson.
When I checked work at the end of the lesson Ethan had done enough
work and Valen knew he hadn’t so stayed in at lunch to write some more.
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I could have the kids share their main focus for the session –what they need
to work on while we’re doing our whole class starter on the mat.
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I decided not to review the models but just review the success criteria when
we started because I wanted the kids to get onto writing – yesterday we had
assessed my model against the criteria but I should have revisited this!
-My
questioning wasn;t gereat – there was a lot of telling the kids what was
expected rather than questioning to see what they thought was effective or
what they could remember from our success criteria. More effective questioning would have made
it very obvious what the kids could remember and what they had forgotten.
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Lesson Observations
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Feedback/ Advice & guidance
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Lesson with Henry, William and Montoia.
Using 5 x facts to work out 4 x table?
Using link cubes as materials
4 x 5 = 20
4 x 4 = 20 – 4 = 16
8 x 5 = 40
8 x 4 = 40 – 8 = 32
6 x 10 = 60
6 x 9 = 54 (henry called out answer)
Now 6 x 11= 60 + 6
Then practice 4 x 19 =
4 x 20.
Using materials.
Rest of class’s activities
1.maths café – think tank (Rachel, Fynn, Brooklyn,
Henry, Imogen)
2. Daniel, Madison – times tables? Also Troy
3. Gavin, Ethan, Sam and Nick – group bucket games
4. Beanka, Jacob, Kate – with maths books
Class organisation – 2 group rotation on white board
Teaching group 2 (Imogen, Brooklyn, Henry, Rachael,
Fynn)
Using materials – ice block sticks
Solve multiplication problems using a range of
strategies.
To show working for 5 x 28 =
Chloe went to check first group.
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Group all on task – all focussed
Good lesson pace.
Montoia explained answer – 60 – 6
It was good you praised Henry for his answer but
talk to him about calling out.
Chn didn’t understand how to work out… 4 x 15? Chloe
explained – go up to 20 is easiest.
Great that you told group that you’d check their
answers and how they got it at end of maths today.
Could you show chn how to show working?
– so they can look back to follow process if needed.
You covered a lot in one lesson.It
Would have interesting to see if they could use the 5 x strategy – imaging –
before moving on to 9 x’s and 11 x’s to truly see if they understand.
Generally in Numeracy I have been taught to carry a
lesson through from materials – to imaging before moving onto the next
lesson. You need to be sure that children have mastered a strategy before moving
them forward.
1.Working well, enjoying maths, on task
Cool table cloth! – neat idea J
Working in books – who
marks?
2. Daniel mucking around – talked to about this
twice – good that you are aware of his behaviour. Keeping a roving eye on
class activities while teaching – good class/behaviour management.
3. Really focussed – enjoying maths – on task the
whole time.
4. Times tables practise – marking each other’s work.
Great to see task board up and running. Good changeover
– smooth transition.
Imogen – 5 x 20 + 5 x 8 =
Henry and Brooklyn used doubles and halves
Fynn – abstract
Rachael – Place Value like Imogen
With this group how many strategies do they have to
use to complete this Key idea?
Division is tricky – if this group is competent
(i.e. At standard for multiplication?) my advice would be to leave as much
time for division as you can – I always used to run out of time – it takes a
lot longer to teach division as it’s a harder concept.
Good time management.
This group answered question well – 4 x 20 = 80
80 – 4 = 76
4 x 19 = 76
It might be a good idea to have more
than one question.
Boys were on task making own questions
up but not necessarily practising the strategy taught.
I was impressed with how they showed working.
Completed on whiteboards.
It might be a good idea to do practice
in work books for OTJ at a later date and evidence of strategies taught.
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Lumsden
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Lesson
Observations
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Feedback/ Advice
& guidance
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WALT – write an
address with no punctuation on the left hand side of the page.
Chn should have
completed
2 chn hadn’t –
jonty still didn’t know his address.
Went over –
senders address
Date
Receivers address
Chloe went over
purpose of letter – to Mr Watson.
Chn have to write
‘so they know what we are talking about’
Sent chn to go
and get writers note books – some had blank pads – some had books.
We know we are
writing to Mr Watson and what about – but Mr Watson won’t until he reads.
Talk to a buddy
about what you will write in your opening statement so that Mr Watson will
know straight away what you are writing about.
Asked chn to
share their opening statements.
Showed brainstorm
that class had previously about reasons to have a disco.
List format.
Chloe asked chn
if it was appropriate to list ideas or what they would need to do.
Chn said they
would need to write it in sentence form and explain reasons.
Chloe sent
majority of class away with instructions – write opening statement followed
by paragraphs stating reasons why – body of letter.
Working with a
group of chn. Jonty, Oliver, Anthony, Brooklyn, Olivia.
Getting them to
share their opening statement.
Olivia’s was
quite informal.
Questioned chn –
what is the difference between formal and informal letters.
Asked chn to make
Olivia’s opening statement ‘I would like to talk to you about the disco’ –
fancier – more formal.
Chn shared ideas
with each other.
Chloe modelled
start of opening statement – left it open for chn to help with.
You asked chn –
what was missing?
Ended up telling
chn – Manners.
Put manners in
together – as a group.
Left chn option
of copying the modelled – group formed – opening statement or to write their
own.
I got other
children to read me their letters so far. Imogen, Rachel and William Dr. All
had constructed good letters with good reasons. I gave feedback to Imogen to
use linking words between paragraphs e.g. Another reason is…. Or
Furthermore…. Etc. And William to expand on his ideas more and Rachel to put
a new paragraph for each idea. All were very responsive to feedback.
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Great questioning
to help Jonty find his own solution for the problem.
Good behaviour
management re Montoia calling out.
Good having
different groups to go and get things from trays to avoid wasted time waiting
for others.
Great – clear
instructions for children
Great to get chn
to work with buddies – I noticed Montoia working by himself.
Children happy
about sharing
Good positive
feedback to student that shared with the class.
Chn quick to
settle down into task at desks.
Great attitude
from all group – all comfortable and keen to share ideas.
You have created
a great ‘have a go’ safe environment for children to learn in.
Great you asked
Brooklyn to help you as he has been very hesitant to share his ideas.
Chn shared ideas
but didn’t get it.
Great idea to
model writing process.
Great
questioning.
Great positive
feedback.
When Troy
interrupted you dealt with this well by sending him away to ask peers for
help before interrupting you.
It might be an
idea to stop the chn 10 mins in to check their work, check the criteria,
share it with a buddy to keep them focussed on the achievement criteria set
Overall – a
fantastic lesson to observe. You have strengths in questioning the children
so that they come up with their own solutions and next steps, as well as
positive responses to their suggestions and ideas which provides a very
positive learning environment where children feel confident about giving
things a go.
At some stage I
would love to look at the children’s books to see how their criteria
checklist is working and to look at your marking to see if I can help in
anyway with that J
Your unit with
reflection notes looks fantastic and very thorough.
Thanks for
letting me observe you teaching Chloe. As always it was a pleasure.
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