Classroom Observation and Response
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School
Des Moines Area Community College *
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Course
114
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by KidFreedomOyster34
Classroom Observation and Response
Lesson Context
The grade that I observed for this assignment was a kindergarten classroom. There were many activities that I was able to observe during the time that I spent in Mrs. Berg’s classroom. Mrs. Berg is a kindergarten teacher at Howe Elementary School in Des Moines, Iowa. The standard that she focused on for today lesson was K.CC.B.4. (Understand the relationship between numbers and quantities; connect counting to cardinality). This standard is under the domain of counting and cardinality. She introduced the concept a few days prior to me coming into the room to observe her teach it more in depth with the students. She was explaining to me how the beginning of the year in kindergarten is spent on exploring math materials and learning the basics of numbers, counting, sequence, etc. She began the lesson by having the students engage in an interactive math video on counting, because who doesn’t love Jack Hartman? The students enjoyed this activity and were engaged and
ready to learn. The students completed the activities together with Mrs. Berg as a whole class, and as partners when she let them explore with their numbers and matching them to how many bears were in each cup. She has the students arranged in tables and there are for students to a table. She has them around the room placed a good width apart and easily for her to access all of them as she moves around the classroom. They are coordinated by a small pinata above their tables that display as a visual which table they sit at. She has students assigned to a carpet square as well
when they are on the carpet for whole group. She dismisses students by rows and tables, and they are made aware of the classroom rules and expectations.
Teacher actions and strategies
The teacher introduced the activities in a very interesting way, and it kept the attention of the students as they progressed through the activity. The teacher is constantly assessing the students when she is working with them in small group. The teacher models the skill, then allows the students time for applicable practice. The teacher makes notes as to who is proficient with the skill and who will be needing additional support and reteaching the next day. The teacher has students grouped according to their curriculum microphase. The students work independently, in partners, or in groups depending on the activity. The activity is based around the core content lesson as well as the skill for the week. The students independently transition from one activity to the next.
Student actions and strategies
Throughout the whole group lesson students received the same lesson however she used scaffolding within the lesson to reach all learners. Students worked in partners, and independently as well as with the teacher as she began to check for understanding and as students were being pulled to do testing for intervention times or screened as they are new and
incoming to the building. The students used strategies of one-to-one counting with counters, number cards, matching and playing a game in their math time. The students explored the tasks
and materials given, they worked with them in various settings and engaged throughout the teacher and student parts of the lesson.
Mathematical practice standard
The mathematical practice standard that this falls under is labeled CCSS.MATH.PRACTICE.MP2
which states reason abstractly and quantitatively. The
teacher had the students explain how they knew how many bears they counted and how they knew what they were counting. The students worked on this together and the teacher facilitated a discussion and number sense routine as well.
Assessments and student work
This area was a bit harder to observe since it is the first weeks of school however the teacher did a great job gauging where to begin and where to go in ways to scaffold or extend content and learning. She had students answering questions as she asked them and guiding them when wrong and allowing students to explain their thinking in ways that made sense to them. The students were able to count, match numbers and quantities and work on showing their understanding as the teacher came around to check in and ask them to explain what they were doing or how they knew which was which.
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