Pre Post Conference
Pre Post Conference
Pre Post Conference
Pre-Conference:
1. What will we see your - Lesson overview: Class has been reviewing 2D shapes the last
students doing during your two days with a focus on the vocabulary words and attributes. X is
lesson? What is the not yet confident that 80% of the class knows these vocabulary
objective of the lesson? terms consistently. They need constant reminders and the class
How will you know if will continue with the vocabulary. This lesson will have an
students have met the embedded review because many of the terms are similar.
objective? - The big focus of today’s lesson is on identifying the 3D shapes,
and the 3 vocabulary words that accompany 3D shapes.
- * What will be your measure of success? In today’s lesson, there
will be an independent check-in with students one-on-one and X
will keep a checklist of who can have a conversation about the
terms, who needs help with the convo and who is just playing with
the clay
- Another way to check-in is In the moment, noticing how
many are on task and how many times are people getting
water, not a specific checklist but just a mental monitoring
- Acknowledging that X is hard on herself and
expecting perfection with the lesson and isn’t
always gracious with how well the lesson went;
thinking of ways to see all that is truly going well in
the class.
2. What is an area you feel - Redirecting the lesson when needed and each evening reflecting
very confident in or excited on what can be done the next day to better meet the needs of the
about with your teaching students.
practice this year? - Building a good class community and creating an environment
where students are kind to each other.
3. What is an area you'd like to - Re-engaging Student Y or helping her to bring back into the lesson
continue to show growth in has been an area of growth.
this year as a teacher? - Ways that have worked with this have been giving Student Y a job
or having her start the day on a positive note
- Interested in having people look at transitions and how the
transitions are going, there will be many transitions in the lesson
today.
Observation Notes:
- Using a counting strategy to get students settled on the carpet
- Students are engaged in an activity where they get a sticky note with a number on it and have to place
it on the chart. Students each got a sticky note and the class counted while the students came up and
put the sticky note on the board.
- X gives lots of positive praise and recognition to her students.
- Students start by counting aloud together to twenty. At the end of the counting, it was hard to note if
individual students knew how to count to twenty or not. Students said the number aloud before the
accountable student could recognize their turn.
- Students transition to the carpet space in front of the TV. X explained that the student would get a
shape and an ordinate direction and have to follow that direction.
- Used equity sticks so students were chosen at random. Much of the rest of the class was not engaged
in the activity while the student upfront was moving the piece on the computer (4 students raising
hands, 7 students facing backward).
- To transition out of this activity students gave another classmate 3 high fives before they moved.
- Students came back to the carpet and got into pre-determined discussion groups of three.
- There was a lot of chatter amongst the students about who was in which group and who was which
letter in the group (3 discussion groups were not engaged in talk protocol).
- The students were talking about the discussion protocol rather than discussing the prompt that the
teacher gave.
- The class engaged in a discussion of what they knew about a square and then what they knew about a
cube when X showed them a cube.
- They spent time on a cube and named as many things about it as they could. Students were introduced
to higher-level vocabulary terms
- Given a chance to go to their seats and create a cube out of clay themselves
Post-Conference Notes: