Artifact 5A

Classroom observation of Brittany Doyon

Date: February 4, 2011

Lesson objective:

 To support a group of four boys during a three page written math assessment

Following are the strengths which I saw you demonstrate:

§  You created a safe and sustaining place for these four students to accomplish the task of the math assessment.  Two of the boys could not read the print which asked the questions that required the math manipulation.  Your job was just to read the question.  You were very clear with the students:  “I can only read the questions.”

 

§  Expectations were communicated and reinforced.  You maintained appropriate standards of behavior, and mutual respect by always being at the ready for each of the students in order to keep them on track, focused and motivated.

 

§  Students were given responsibility for their own learning even though you had to often bite your tongue.  You had the perfect answer for a student when he told you a number; “If that is what you think it is, write it down.”  (I know you were dying inside because the answer was not correct.  Good poker face!)

 

§  You made accommodations/adaptations for different student’s learning styles/cognitive abilities by being available to read the questions and even to highlight the important information within a question.

 

§  You facilitated student problem solving by repeating the words written within a problem and even suggesting use of manipulatives in one case.

 

§  You demonstrated an understanding that assessment is an integral part of teaching by the fact that you were supporting the classroom teacher’s requirement to administer these tests.

 

§  You worked to promote achievement by all four students at your table.  You made sure that they did not leave the table without having given each problem a really good try.

 

 

Following are areas for continued learning:

• To encourage responsibility for a student’s own learning, the next step in the process of finding the important information in a word problem, will be to have the student identify the important information and underline it himself.

• You were so wise to share with Jenerra how difficult it was to not help students with the problems.  She gave you some good feedback in how to handle the stipulation that you can only “read” the problem.  As you administer other assessments during the course of the semester, check in with Jenerra to see where rules can be bent in order to clearly assess levels of understanding and to find out where the understanding breaks down.

• Be sure to engage the students whenever possible—the one instance I am thinking of in this lesson was when you counted by two’s.  I would have had the student count by two’s.  Your charge as a teacher is to facilitate student self-reliance and empowerment as often as possible.

Conclusion:

            Brittany, it was delightful to watch your total engagement with these students.  They had to feel so supported by virtue of your keen attention.  I loved your sharing of the relief you felt when the assessment was over.  (It was almost as if you had been biting your tongue and holding your breath all at the same time.)  That is wonderful self- reflection.  You were also reflective in re how much attention you gave to K1 vs. K2.  Thinking back over lessons after you teach them is one very good way to build stronger teaching techniques.  Great start! 

Joan Watts

Wheelock College Program Supervisor

Date:  February 5, 2011