ANM1, Task 3: Evaluation of Staff
Classroom Observation Form
Video Title: Adding Mixed Numbers with Grade: 6
Like and Unlike Denominators
Observer: Kyle Clinedinst Subject: Math
Respond to each statement in the tables below, using the following scale:
0 = Not 1 = Area of 2 = Growth 3 = Meeting
Observed Concern Opportunity Expectations
I. Instructional Planning Rating
1. The teacher aligns the lesson to state and district standards. 2
2. The teacher applies knowledge of contemporary teaching and learning 3
theory, as well as child growth and development, to instructional
design.
3. The teacher plans for timing (pacing, transitions) and resources 2
(materials, technology) in lesson design.
Evidence to support ratings:
1. State and district math standards are present. The teacher and students are using
math procedures and vocabulary. Standards could be used to check for
understanding throughout the lessons.
2. Students work in small groups or “Think-Pair-Share” as well as whole group
discussions.
3. Students had little individual thinking time to work out problems on their
whiteboards before working with small groups.
Comments:
1. How could individual thinking time be incorporated into the lesson to allow
students time to gather their ideas before sharing them with their partners?
2. How could the use of manipulatives such as fraction strips be used to help support
student thinking?
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, ANM1, Task 3: Evaluation of Staff Classroom Observation Form
3. Allowing students time to work with small groups led to great mathematical
discussions.
II. Instructional Delivery Rating
1. Teacher delivers instruction that simplifies and clarifies complex tasks 2
and presents information in a logical and sequential manner.
2. Teacher incorporates a variety of instructional strategies, providing 2
multiple learning experiences to address diverse student learning
needs.
3. Teacher engages students in active learning. 3
Evidence to support ratings:
1. The teacher activated the use of prior knowledge and vocabulary taught
previously. The complex task of finding 10 ⅞ without using 8 as a common
denominator was unclear for many students.
2. Students were discussing strategies with partners and the class as a whole.
Students did not scaffold their learning by demonstrating their thinking by using
the smartboard or manipulatives.
3. Students were engaged in small-group and whole-group discussions.
Comments:
1. How could the use of manipulatives be used to allow students to share their ideas?
2. Students were on task. Student discussion was driven by the teacher questions
and math vocabulary was utilized in their discussion and explanations.
III. Content Knowledge Rating
1. The teacher demonstrates proficient subject matter and curriculum 3
area knowledge.
2. The teacher demonstrates the ability to activate students’ prior 2
knowledge and link the present content with other subject areas and
real-world applications.
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Classroom Observation Form
Video Title: Adding Mixed Numbers with Grade: 6
Like and Unlike Denominators
Observer: Kyle Clinedinst Subject: Math
Respond to each statement in the tables below, using the following scale:
0 = Not 1 = Area of 2 = Growth 3 = Meeting
Observed Concern Opportunity Expectations
I. Instructional Planning Rating
1. The teacher aligns the lesson to state and district standards. 2
2. The teacher applies knowledge of contemporary teaching and learning 3
theory, as well as child growth and development, to instructional
design.
3. The teacher plans for timing (pacing, transitions) and resources 2
(materials, technology) in lesson design.
Evidence to support ratings:
1. State and district math standards are present. The teacher and students are using
math procedures and vocabulary. Standards could be used to check for
understanding throughout the lessons.
2. Students work in small groups or “Think-Pair-Share” as well as whole group
discussions.
3. Students had little individual thinking time to work out problems on their
whiteboards before working with small groups.
Comments:
1. How could individual thinking time be incorporated into the lesson to allow
students time to gather their ideas before sharing them with their partners?
2. How could the use of manipulatives such as fraction strips be used to help support
student thinking?
This study source was downloaded by 1570889 from cliffsnotes.com on 11-03-2025 02:02:27 GMT -06:00
PAGE 1
https://www.cliffsnotes.com//study-notes/6407403
, ANM1, Task 3: Evaluation of Staff Classroom Observation Form
3. Allowing students time to work with small groups led to great mathematical
discussions.
II. Instructional Delivery Rating
1. Teacher delivers instruction that simplifies and clarifies complex tasks 2
and presents information in a logical and sequential manner.
2. Teacher incorporates a variety of instructional strategies, providing 2
multiple learning experiences to address diverse student learning
needs.
3. Teacher engages students in active learning. 3
Evidence to support ratings:
1. The teacher activated the use of prior knowledge and vocabulary taught
previously. The complex task of finding 10 ⅞ without using 8 as a common
denominator was unclear for many students.
2. Students were discussing strategies with partners and the class as a whole.
Students did not scaffold their learning by demonstrating their thinking by using
the smartboard or manipulatives.
3. Students were engaged in small-group and whole-group discussions.
Comments:
1. How could the use of manipulatives be used to allow students to share their ideas?
2. Students were on task. Student discussion was driven by the teacher questions
and math vocabulary was utilized in their discussion and explanations.
III. Content Knowledge Rating
1. The teacher demonstrates proficient subject matter and curriculum 3
area knowledge.
2. The teacher demonstrates the ability to activate students’ prior 2
knowledge and link the present content with other subject areas and
real-world applications.
This study source was downloaded by 1570889 from cliffsnotes.com on 11-03-2025 02:02:27 GMT -06:00
PAGE 2
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