POST-OBSERVATION CONFERENCE

Classroom Teacher
Teachers may respond to the six questions prior to the post-observation conference. The
responses may be used as an artifact of evidence (4a).

Name of Teacher:
School:
Date of Classroom Observation:
Date of Scheduled Post-Observation
Conference:

Aleya Shehata
Spry Middle School
Tuesday, February 24, 2015
Tuesday, March 9, 2015

1. In general, how successful was the lesson? Did the students learn what you intended for
them to learn? How do you know? (1c, 3d, 4a)
This is a hard question to answer! The students were struggling with the concepts that they
were asked to show proficiency for, however, I wanted the students to really be challenged by
the work and to engage in conversations with one another to help each other out with the work.
The students did not learn everything I had intended them to learn in that one class period, but
by the next class, they were much better at sequences. I know this because the students were
asked to complete an assignment in class the next day to show that they understand all types of
sequences and their different forms.
2. If you were able to bring samples of student work, what do those samples reveal about those
students levels of engagement and understanding? (3c, 3d)
The students were somewhat engaged in class, but sometimes its hard for them to understand
that struggling is a good thing. It is good to be challenged by the coursework. The work in class
that day showed many misconceptions and misunderstandings (especially as shown in the My
Favorite Mistake activity). However, because they were struggling with the work, I modified the
assignment and gave them some time to just simply make corrections, so new student work
showed that the students seemed to understand better after having an opportunity to make
corrections.
3. Comment on your classroom environment (i.e. procedures, student behavior, and your use
of physical space). To what extent did these contribute to student learning? (2a, 2b, 2c, 2d, 2e)
The students being arranged in groups allowed the students to work together and discuss. It
also allowed me to be able to walk around and work with groups of kids. I am trying to
encourage the students to discuss with one another before they ask me questions (I always tell
them they are best friends and that they cant let anyone down in their group). Then, the
students can strengthen and deepen their understanding of the material through group
discussions.

4. Comment on ways in which your instruction engaged students in learning, (e.g., activities,
grouping of students, questioning). To what extent were they effective? (1e, 3a, 3b, 3c, 3e)
Students were required to ask each other questions in their groups before they could ask me a
question, allowing the students to strengthen and deepen their understanding of the material
through group discussions. Also, students were asked to discuss the answers to the mistakes
made in My Favorite Mistake, before answers were shared out loud. It also allowed students
to see common misconceptions and explain why there were misconceptions, to hopefully allow
them to deepen their understanding of the concepts given.
5. Comment on the resources you chose for this lesson and the rationale behind those choices.
(1d, 1e)
I used the module because it is the most up to date resource for common core. I also used an
activity that was demonstrated in a faculty meeting last school year.
6. a) Did you depart from your plan? If so, how and why? (3e)
Yes the students were struggling with sequences and I didnt want to move on to
exponential growth until they felt comfortable with the concept of sequences. So, I canceled the
homework assignment of watching the next video and asked the students to work on correcting
their current assignment. Then, they could have spent more time on their take-home quizzes,
as well.
b) If you had a chance to teach this lesson again to the same group of students, what would
you do differently, from planning through execution? (4a)
I would like to take students assignments (instead of doing a whole new warm-up) and
display that on the document camera. Then, students can discuss common mistakes that
were exhibited in the homework and use that discussion to aid in students making corrections
on their assignments.