3/14/17 Mr.

Olson Post-Observation Notes

1a Demonstrating Knowledge of Content and Pedagogy more individualization in Domain 1

Wide range of effective pedagogical approaches
Anticipation of any misunderstandings

1b - Demonstrating Knowledge of Students

1c - Selecting Learning Objectives
1d - Designing Coherent Instruction
more and more range (not just RIT) data and individual learning profiles -- know their multiple
intelligences, Tommie, Miguel, collaborating w/para and co-teacher to make sure theyre getting their
needs met, not just behavior; always collect data -- even give a pre-test just to get the data.
Designing objectives for groups (proficient) and individuals (distinguished) -- continue differentiating
for individual learners and sub-groups (high-content mastery/low-content mastery;
introvert/extrovert) -- meet with him BEFORE to make sure Ive done this adequately.

2
seeking consensus about opening a window (show caring)
Not just guys real nice -- specific praise.
Miguel was ignored -- put sympathetic students around him. At least acknowledge -- Solorio has ideas
Prepping students for successful fishbowl -- comprehension with about/point
Post-it notes give some text evidence -- work in small groups to complete and determine whether
theyre good
Put up on screen as de facto sentence stems

2b shared belief, miguel, connecting to purpose -- WHY ARE WE DOING THIS?

2c timer on the screen, clear about timings, students facilitated transition -- STUDENTS PASS OUT PAPERS, do
things to minimize -- just bring their chairs to outside

2d Managing Student Behavior Tier I, STUDENT ENGAGEMENT -- TELL EACH STUDENT 1-on-1 HOW THEY CAN
ACHIEVE THE OBJECTIVE (Miguel -- thumbs up/thumbs down sign -- Miguel could have advance writing time to
prep a powerpoint presentation that could be entered into the convo), Tommie, a handful of other strugglers;
and the high group, tell them to bring others into the conversation -- LOOK AT THEIR IEP AND IEP GOALS --
including in lessons collaborating with the teachers who have them on their caseload, not just Saldana)

3
Rearticulate objective throughout lesson, explain why talking is important
Student ownership -- less teacher-mediated
Use assessment in instruction
HAVE STUDENTS HELP MAKE THE RUBRIC
HAVE AUDIENCE VERBALLY CRITIQUE THE SPEAKING AND LISTENING
Scaffold -- pre-discussion activity -- turn and talk,
 WHEN YOU SEE A STUDENT WHO IS CHECKED OUT THERE NEEDS TO BE AN INSTANTANEOUS CHANGE
OF COURSE. Plan lessons so you have moments to switch things up in the moment. If we wait for an
exit slip two hours of instruction has gone by. CHECKPOINT SLIP not exit slip -- other ways to obtain
formative data.

4
Repair relationships
1 on 1 convos
engagement