Mrs. Maria begins the lesson by displaying a large chart titled “Understanding Place Value.” She explains that today, they will focus on understanding how to read and represent numbers up to 100 Students are seated at their desks paying attention to the teacher.
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Low-Inference Transcript
Student Name: Valentina Fedonyuk
Course Number: SEDN 683
Date 2/7/2024
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Low-Inference Transcript
School: M.S. Sunshine
Date: 2/7/2024
Teacher: Mrs. Maria
Class/ Grade: 2th Grade ICT
Type: Math
Focus for the visit: Comprehension Strategies in Math
Focus Domain: Danielson Domain 3 – A
Time Teacher Students
00:00-
02:30
Mrs. Maria begins the
lesson by displaying a large
chart titled “Understanding
Place Value.” She explains
that today, they will focus
on understanding how to
read and represent numbers
up to 100
Students are seated at their desks paying
attention to the teacher. One student raises
her hand and asks “What does the ‘hundred’
place mean?” Mrs. Maria responds by
saying, “That is an excellent question! The
handred’ place tells us how many groups of
one thousand we have in a number.”
02:50 Mrs. Maria distributes a worksheet
with various numbers written in
expanded form. She instructs the
Students start to work on their tasks
independently, using their notes and the
examples on the board as guides. As Mrs.
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students to rewrite each number in
standard form.
Maria walks around the room, she talks to
each student separately. She gives advice and
explanations as needed.
03:00 Mrs. Maria presents a manipulative
math activity to strengthen her
understanding of place value. She
hands out base-ten blocks and
instructs students to construct
various numbers.
Students eagerly engage in the activity and
collaborate with their peers to build and
compare numbers. Mrs Maria walks around
the room, observing students’ progress and
facilitating discussions. She encourages
students to explain their thinking and justify
their choices
04:00
Mrs. Maria concludes the lesson by
reviewing key concepts and
inviting students to share their
insights.
Students participate in a closing discussion,
sharing their strategies for understanding
place value. Mrs. Maria praises students for
their participation and encourages them to
continue practicing their math skills.
05:00
Mrs. Maria demonstrates explicit
instruction by breaking down
complex concepts into manageable
steps.
Students are actively engaged in the lesson.
They demonstrate their understanding
through their participation and responses.
Mrs. Maria provides intensive instruction by
offering additional support to students
struggling with the material. Students
demonstrate metacognitive strategies by
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reflecting on their learning and identifying
areas where they need extra practice.
Teacher Observation Critical Analysis
Aspect Analysis
Explicit Instruction (HLP 16) Mrs. Maria effectively breaks down complex place value
concepts into manageable steps. She also provides clear
explanations and examples for students to follow.
Cognitive and Metacognitive
Strategies (HLP 14)
Mrs. Maria encourages students to think critically about their
learning, asking probing questions and prompting them to
reflect on their understanding throughout the lesson.
Intensive Instruction (HLP 20) Mrs. Maria provides additional support to struggling
students, offering targeted interventions and scaffolding to
help them succeed.
Glow (What Went Well)
Mrs. Maria excelled in maintaining classroom order. She skillfully engaged students and
ensured their focus remained on the task throughout the lesson. Incorporating hands-on
manipulatives also proved highly effective in solidifying her understanding of place value
concepts. This fostered active participation and deeper learning among students. These strategies
facilitated a conducive learning environment and encouraged students to explore mathematical
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concepts actively. This results in heightened engagement and comprehension (Kettler & Reddy,
2019).
Grow (Suggestions for Improvement)
There are several suggestions to enhance learning outcomes. First, Mrs. Maria could
expand student engagement by integrating more student-led discussions and peer collaboration.
This would facilitate deeper comprehension and involvement. She should also implement a
broader range of differentiation strategies tailored to address the diverse learning needs present
within the classroom. Doing this will enable her to effectively cater to individual learning styles
and abilities, thus ensuring that all students receive adequate support and opportunities for
growth.
Recommendations for Improvement
Two key recommendations are proposed to enhance instructional effectiveness. First,
implementing small group or individual conferencing sessions can offer personalized support
and feedback to students, addressing their specific learning needs. This approach allows
educators to tailor instruction to individual students, fostering a deeper understanding of
concepts (Shehab, 2019). Secondly, integrating formative assessment strategies is essential for
regularly assessing student progress and adjusting instructional methods accordingly. Instructors
can identify areas of improvement and adapt their teaching techniques to better meet the diverse
needs of their students by continuously monitoring student learning through formative
assessments (Takkoush, 2021). These recommendations aim to create a more inclusive and
dynamic learning environment, ultimately supporting student success and academic growth.
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References
Kettler, R. J., & Reddy, L. A. (2019). Using Observational Assessment to Inform Professional
Development Decisions: Alternative Scoring for the Danielson Framework for Teaching.
Assessment for Effective Intervention, 44(2), 69–80.
https://doi.org/10.1177/1534508417745628
Shehab, U. (2019). The effect of utilizing the Danielson framework for teaching on teachers’
perceptions of effective teaching.(c2019) (Doctoral dissertation, Lebanese American
University). DOI: https://doi.org/10.26756/th.2020.164
Takkoush, S. (2021). Teachers’ and Evaluators’ Perceptions of Teacher Effectiveness after the
Implementation of the Danielson Framework for Teaching (Doctoral dissertation,
Lebanese American University). https://doi.org/10.26756/th.2022.203
https://doi.org/10.1177/1534508417745628
https://doi.org/10.26756/th.2020.164
https://doi.org/10.26756/th.2022.203
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