WGU D022 Task 3 D022 Attempt 2 Rated 100% correct

The teacher aligns the lesson to state and district standards. 2 2. The teacher applies knowledge of contemporary teaching and learning theory, as well as child growth and development, to instructional design. 3 3. The teacher plans for timing (pacing, transitions) and resources (materials, technology) in lesson design. 2 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.ANM1, Task 3: Evaluation of Staff PAGE 2 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?ANM1, Task 3: Evaluation of Staff Classroom Observation Form PAGE 3 II. Instructional Delivery Rating 1. Teacher delivers instruction that simplifies and clarifies complex tasks and presents information in a logical and sequential manner. 2 2. Teacher incorporates a variety of instructional strategies, providing multiple learning experiences to address diverse student learning needs. 2 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 area knowledge. 3 2. The teacher demonstrates the ability to activate students’ prior knowledge and link the present content with other subject areas and real-world applications. 2 3. Allowing students time to work with small groups led to great mathematical discussions.