Teacher Candidate: Julie Lizotte

Subject Observed: Math Near Doubles

UNBC PRACTICUM OBSERVATION NOTES (Attaining the TRB Standards)

Time
9:30
10:25

8:15
Pre-C.

9:30

Teacher behaviours observed

Time

Student behaviours observed

Lesson plan looks good

Focussing on Standards 1 (caring for all
students)
5 classroom management, reporting
planning, assessment (assessment is the area I
have the most questions)
Planning and preparedness is evident in visual
schedule, learning goals listed on board, notes
on board, Julie is organized and ready for
class. Class is neat.
Transition from PE.symphony game.
Understands needs of students to engage in a
quiet, group activity following PE to help them
focus on next lesson.Proactive.

Page 1 of 5

Students sit at circle and in unison say Dont take

this personally, but Get Out!.student from hall
guesses who changes activity. Students work in
unison, smiles, easy to see they enjoy.

Now that we have calmed down, we can

engage our Math Brains and learn Near
Doubles
Transition support
I would like to know why we are learning about
Near Doubles. Why are we learning about
Math Facts?
Julie explains.Math facts are to help us count
very fast. Setting Purpose to the
lesson.how it will make a positive difference
to their lives.
Review. We have learned Add One,
Doubles.like twins
Call on background knowledge.
(Whos talking while I am talking? Thats
distracting, pls put your voice away)Quickly
addresses interfering behaviours reinforcing
expectations consistently.

Do all doubles make an even number?

Lets put that down on paper and well look at that
tomorrow.

I brought my egg carton to show you.

Lets say, these are eggs, Ill put my eggs in my
carton.sit applesauce, Ill come and show
you.
Im just about to start my cooking recipe. My
eyes need to be trained to know how many
eggs in my carton I have. I count doubles 2 +2
= 4 and add Personalizes the learning
Partner job. You will choose a number to go
into your cookie and draw
Everyone should have a partner
Make sure your partner is not just a friend, but
Observers name: Pamela Carr, Practicum Supervisor

Date: Feb. 18, 2016

Teacher Candidate: Julie Lizotte

Subject Observed: Math Near Doubles

UNBC PRACTICUM OBSERVATION NOTES (Attaining the TRB Standards)

someone you can work with. Goes over
expectations for working in partner.
Reinforcing role of learner/worker
Everybody freeze.
You two go to the back carpet and Ill help you
solve this after my instructions. Does not let
student confrontations interrupt teaching, but
respectfully lets them know their problem is
important to solve and they will be supported if
they have difficulty doing this on their own.
I have had a lot of people ask me..you will
have the same answers as your partner.
Clarifies instructions with class.
Partner work you need to make sure you and
your partner have the same answer.

Page 2 of 5
2 students arguing about a pencil they both think
is theirs.
They both go to the carpet as asked.
They discuss the pencil.
They quickly resolve it when Julie comes to
support.

Students work in partners to complete worksheet.

They are on task and complete it successfully.

I am going to put instructions on the board so

that if you dont know what to do you can refer
to this. Visual reference to reinforce verbal
instruction/demo
Writes: 1. Name
2. Choose number 1 10
3. Near double strategy
Julie goes to students..did you solve this or
do you need my help with it?
How are you feeling about it.do you feel it is
solved? Follows through with problem solving,
respectfully..provides students opportunity to
capably find a solution. Shows them trust and
that she sees them as responsible.
Other students come up to have Julie check
their work or to ask questions about the
work.lots of positive comments provided,
Good job ladies, Way to go . Thank you for
asking.
Very polite, respectful language at all times.
Okay..Freeze (as noise level increases)
Your job is not to walk around and distract
others but to come to the carpet and do silent
reading when you are finished your worksheet.
Consistency is key to your success.
I just talked about the noise level.
My last student is ready so put your books
away and come to the carpet.
I have a Bingo Game, but it only works if you
Observers name: Pamela Carr, Practicum Supervisor

Date: Feb. 18, 2016

Teacher Candidate: Julie Lizotte

Subject Observed: Math Near Doubles

UNBC PRACTICUM OBSERVATION NOTES (Attaining the TRB Standards)

are sitting applesauce.
Page 3 of 5
Alright.you guys really want to get to the
Bingo.sadly all my friends are not here.
5 4 - 3 2 1 You all have the same
expectations.you need to be siting quietly
before we start.
You all did a great job on your Cookies and it
makes me more hungry now Interjects
humour! Warm, friendly atmosphere of
learning.
Gives instructions for Bingoclear, clarifies.
Gives some examples.
3 students hand out papers. Everyone go to
your desk and get out one marker and one
pencil. Shared responsibilities.
What if the answer is 9 do I cross out all the
9s? The answer is no.only cross out one of
the 9s.

I dont get this.why do you put 4 + 4 + 1 =

(Thank you for your good question.clarifies)

I like how you guys are really trying to meet the

goals of the week for being ready in 30
seconds.
We put the equation on the bottom because I
know that some people are having difficulty
knowing what the near double is..if you know
the near double, you can just print that and
then look in your grid for the combined
number.

Students all happily engage in the

Bingo..quickly redirected as
possible.reminders given for instructions so
they can all be successful.

The person will win when you have a line going

across and a line going down.
Name you are distracting the learning of
people around us.
Boys, at the back table, I am all the way here
and I am having a hard time hearing myself.
Gives examples of equations for near
doubles.verbally explains after giving
students time to think about and calculate.
Dont call out the answer..let everyone
think..do the calculating in your own brain.
Emphasis on everyone doing the learning.
Freeze..the Free spot is not a number, you
can just fill it it.
Observers name: Pamela Carr, Practicum Supervisor

Date: Feb. 18, 2016

Teacher Candidate: Julie Lizotte

Subject Observed: Math Near Doubles

UNBC PRACTICUM OBSERVATION NOTES (Attaining the TRB Standards)

Page 4 of 5
Next number.5; 5 + 5 + 1 = 11
5 + 5 in my own brainwaitsthats 10
then add one = 11
Models thinking for students.they quieten
down to listen.,,,Guided model provided only
after all have been given enough time to
calculate this on their own. Those requiring
more guided practice were able to be
successful with the reinforcing model of think
aloud.,,Good strategy.

Bingo! Morgan tells the number equations that fit

his Bingo.

Student comes in late

One student without shoes

Is it possible that you have another same

numbercross them out one at a time.
Julies voice is clear, kind, firm, professional.
Oh hello, welcome! Takes student aside and
quickly fills her in on what they are doing.
Colby, remember in my last practicum I told you
about having to go outside for 30 minutes for a
fire drill..if that was you, you would be outside
with no shoes. I need this to be a safe school
community.Please put your shoes on.
(purpose, firm and clear expectations) No
directives are given without verbal purpose
always respectfully given.

10:24

Everybody look at me..it is near recess. I

need everyone to listen to me and follow
criteria..put things away and chairs under
desks.

Student who has just arrived goes to her table.

Students are excited about Bingo. They also want
recess and quickly get ready.

Julie leaves to watch students get ready for

recess..Remember about the ice you
guys.caring, concerned about their safety.

Observers name: Pamela Carr, Practicum Supervisor

Date: Feb. 18, 2016

Teacher Candidate: Julie Lizotte

Subject Observed: Math Near Doubles

UNBC PRACTICUM OBSERVATION NOTES (Attaining the TRB Standards)

Page 5 of 5

Planning and organization proficient

Pacing fast but appropriate for students (no time for students to wonder what to do)
Time management very aware of time and the time it takes students to do work. Consider a little more time
allotted to closure/transition to recess or next activity.
Instruction clear, good volume, exacting, friendly, firm, broken into manageable parts, varied activities (large
group instruction, reviewed on board, worksheet to assess whether they have concept guided
practice/individual support as needed, then Bingo to practice Near Doubles.excellent sequence of instruction
from intro to mastery. Formative assessment is built into lesson (worksheet) expecting use of concept High
level of awareness and cognizant of all student levels and needscapable of teaching to the different levels.
Consider a few more examples in Guided Practice in the large group activities before sending students to
seatwork..you will help those who need the extra support better this way. Less disruption and confusion will
result in seatwork if you do not need to clarify for many but can go to the individual or two as needed.
Reflective - thoughtful of your practice, good ideas and considerations to improve practice, problem solver
Open to new ideas
Behaviour Management consistent, respectful, child centered, polite, effective positive, professional
Rapport with students good, friendly, trusting relationship risk takers/ask for help, students see
themselves as capable problem solvers in Julies try first ask later if you need support approach, warm
comments to show importance of each student, easily interjects humour, encourager with realistic
expectations.
Thank you, Julie! This was an excellent lesson!
Sincerely,
Pamela Carr
Practicum Supervisor

Observers name: Pamela Carr, Practicum Supervisor

Date: Feb. 18, 2016