Instructional Practice

1e (obs): Designing coherent instruction

After meeting with administration to discuss further professional development opportunities, I was enrolled in the Algebra For All two year program. This supported my education in designing coherent instruction, as well as addressing student misconceptions.

3b: Using questioning and discussion techniques

Although I use some low-level questioning, I incorporate open-ended and higher level thinking questions to assess all my students on their procedural fluency and conceptual understanding.

3d: Using assessment in instruction

Through consistently using peer assessment rubrics, accountable talk templates, and incorporating group work daily, students were set in a routine and aware of my expectations. I continue to use formative and summative assessments to monitor understanding and differentiate my instruction.

3b: Using questioning and discussion techniques

With my ICT class, it can be seen that I used closed questioning with my students. Most of my questions were direct and not open-ended. Each question had a single correct answer with little room for students to grapple with mathematical ideas and debate over strategies or solutions. My goal moving forward from this lesson was to improve my questioning and discussion techniques in order to challenge students' thinking and encourage discussion within their small groups.

2a: Creating an environment of respect and rapport

After discussion my observation on 1/14/22, I inquired about how I could further my pedagogical practice to improve in component 2a: creating an environment of respect and rapport. I discussed strategies with Ms. Augustine and referred to the Danielson Rubric in order to make sure I achieve this for next time. As seen in the 1/28/22 report, I increased my rating from a 3. Effective to 4. Highly Effective in this area. Creating a welcoming and comfortable learning environment is extremely important to student learning. For this reason, I prioritize getting to know my students and building good relationships with each of them.

3b: Using questioning and discussion techniques

In my second observation report, I improved in using questioning and discussion techniques by using more rigorous questioning with multiple entry points and correct answers. I used open-ended questions that required students to grapple with mathematical ideas, recall concepts we have learned previously, and apply prior knowledge to build new knowledge.