Chat with us, powered by LiveChat 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. - Writeden.com

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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