Ok Na Firstmath Clasroom Observation Protocol 201112

F I R S T M A T HThe First Five Years of Mathematics Teaching

A study of novice teachers’ development of mathematical knowledge for teaching andthe influence of previous preparation, school context and opportunities to learn-on-the-job

Re: 10 snapshots

In the Phil, a math lesson is done in 45 - 60 minutes. Thus, it is anticipated that observers will find it difficult to have 10 snapshots in a class.

Recommendation: 3 snapshots (1 during preparation - motivation,

review, etc., 1 during lesson proper, and 1 during assessment)

FIRSTMATHNOVICE TEACHER

OBSERVATION

Copyright © 2012 FIRSTMATH. Michigan State University1

http://www.nsf.gov/

FIRSTMATH CLASSROOM OBSERVATION PROTOCOL

The FIRSTMATH classroom observation protocol is an instrument designed to collect information in FIRSTMATH classrooms. It mainly combines protocols developed by experts in the educational field to collect information about how teachers use classroom time and what strategies uses to teach mathematics. Thus, the Stallings method system, the Mathematical Quality of Instruction of the Learning Mathematics for Teaching project (LTT), and the Instructional Quality Assessment (IQA) provided the main inputs to come up with this observation protocol.

The protocol is divided in three sections: observations using an adaptation of the Stallings method also called “10 classroom teaching snapshots”, a record of mathematics-oriented activities by the teacher, and a holistic evaluation. All these activities are to be completed by an observer in one mathematics class.

Description InstructionsFirst Section

Includes the classroom observation sheet and a box to draw the classroom arrangement

To complete the classroom observation sheet follow the instructions provided in the Stallings’ Observation System. See www.eddataglobal.org/embedded/stallings_snapshot.doc Regarding the classroom layout the drawing must include the following: student seats, teacher desk/station, door(s), windows (if any), place (s) where books, supplies, etc. are stored (if applicable), computers (if any), and any other locations/classroom elements that are important to your students. After drawing the seat arrangement write a B if the student is a boy or a G if the student is a girl.

Second section

This section contains two parts: observation collected with Stallings methods and observation with emphasis in mathematics. The aim of Stallings methods is collecting information about how teachers spend classroom time. The observation with emphasis on mathematics seeks to collect data about the kind of mathematical activities teacher (s) and students are engaged.

In general terms, the protocol requires that the observer complete ten snapshots over the entire class period. Each snapshot is intended to collect information about what the teacher and students are doing in a period of time. The period of time for each snapshot will depend on how long the class period will last. For instance, if the class period is 40 minutes, then each snapshot must record information about what happens in the classroom every 4 minutes.

The observation with emphasis in mathematics requires completing two questions (about segments of a lesson and mathematical activities). They require transcriptions of what teachers are working on in class. These questions also must be completed during each snapshot.

Third section

Holistic evaluation about mathematics lesson based on a rating of task demands.

This information must be completed at the end of the observation.

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http://www.eddataglobal.org/embedded/stallings_snapshot.doc

FIRSTMATH CLASROOM OBSERVATION PROTOCOL

FILL THE INFORMATION BELOW ACCORDING TO THE MANUAL FOR THE STALLING METHODS.

CLASS ROOM INFORMATION SHEET (SNAPSHOT COVER SHEET) Day Month Year1.DATE OF OBSERVATION (MM/DD/YY)

2. DURATION OF OBSERVATION Minutes

3. NAME & ADDRESS OF SCHOOL_____________ 4. SCHOOL CODE ________________________________________________________________________________________ 5. STATE/REGION_________________________

6. OBSERVER NAME _________________________ 7. OBSERVER CODE

8. TEACHER NAME __________________________ 9. TEACHER CODE

10. GRADE OBSERVED To 11. SUBJECT______________________________

12. NO. OF STUDENTS ENROLLED IN CLASS Total Of Which Girls

13. NO. OF STUDENTS PRESENT IN THE CLASS Total Of Which Girls

14. PERCENTAGE OF STUDENTS USING TEXTBOOKS

15. WHAT TIME WAS CLASS SUPPOSED TO BEGIN :

16. WHAT TIME DID CLASS ACTUALLY BEGIN :

17. WHAT TIME WAS CLASS SUPPOSED TO END :

18. WHAT TIME DID CLASS ACTUALLY END :

19. Log: Mention any special events, problems with coding this sheet, abnormal activities etc

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FIRST SECTION

Draw the classroom arrangement in the box below. This drawing must include the following: student seats, teacher desk/station, door(s), windows (if any), place(s) where books, supplies, etc. are stored (if applicable), computers (if any), and any other locations/classroom elements that are important to your students. In each student’s sit type B is the student is a boy and type G if the student is a girl.

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Observations: (Please, write any comment you have about classroom arrangement)

CLASSROOM OBSERVATION SNAPSHOT N° 1 STARTING TIME: ______

MATERIALS

ACTIVITY

No Material/None

BooksNotebook/Paper/Pencil

Chalk board/Blackboard

Manipulative

Visual Aides/Computer/Calculator

Co-operative

1. Reading Aloud T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

2. Instruction Demonstration/Lecture

T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

3. Discussion T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

4. Practice/Drill T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

5. Kinesthetic/Projects T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

6. Silent Seatwork T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

7. Copying T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

8. Verbal Instruction T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

9. Other T 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L EI 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E 1 S L E

10. Social Interaction T 1 S L E I 1 S L E

11. Student Uninvolved I 1 S L E

12. Discipline T 1 S L E

13.Classroom Management

T 1 S L E I 1 S L E

14. Teacher Social Interaction/Uninvolved T 15. Teacher Mgmt. T 16. Teacher out of Room T

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T=teacher; I=students working independently without teacher; 1=1 student; S=small group; L=large group; E=whole group

SECOND SECTION

OBSERVATION WITH EMPHASIS IN MATHEMATICS Please, answer the following questions. (In the Y/N column write Y if it was observed and N if it was not observed). Also provide a detailed description of each activity. In the description section provide details of the activities such as verbatim transcription of classroom interaction and transcription of the tasks. 1. Which of the following segments of a lesson were observed in this snapshot?

Y/N Descriptiona. Review, warm up or homeworkb. Introducing major taskc. Student work timed. Synthesis or closure e. Non academic

2. Did the instructor enact the following activities during this snapshot?

Y/N Descriptiona. Teacher poses strategic questionsb. Teacher elicits student description and explanationsc. Teacher manages collective workd. Teacher deploys manipulatives and other concrete models to represent mathematical idease. Teacher models proceduresf. Teacher poses a task or problem to develop conceptual understandingg. Teachers encourages analyzing representationsh. Teacher provides the arguments and answers instead of students i. Teacher circulates while students are working independentlyj. Providing sufficient time to explore (not too little, not too much).k. Non academic

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CLASSROOM OBSERVATION SNAPSHOT N° 2 STARTING TIME :______

MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


7






8


MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


9






10

CLASSROOM OBSERVATION SNAPSHOT N° 4 STARTING TIME: _______

MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


11






12


MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


13






14

CLASSROOM OBSERVATION SNAPSHOT N° 6 STARTING TIME :

MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


15






16

CLASSROOM OBSERVATION SNAPSHOT N° 7 STARTING TIME :

MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


17






18


MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


19






20

CLASSROOM OBSERVATION SNAPSHOT N° 9 STARTING TIME:______

MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


21






22


MATERIALS

ACTIVITY

No Material/None



Manipulative


Co-operative















T 1 S L E I 1 S L E


23






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HOLISTIC EVALUATIONAFTER COMPLETING THE SNAPSHOTS REQUIRED, ANSWER THE FOLLOWING QUESTIONS FOR THE WHOLE LESSON.

1. Which of the following contents were worked in the observed lesson? (Write a check ✓ in every row)

Primary focus Secondary focus

Not addressed

a. Number concepts b. Operations c. Geometry d. Measurement e. Probability f. Data g. Discrete math/Combinatory

h. Patterns, functions, and algebra

i. Money, time, and calendar

j. Percent, ratio, and proportion

2. Implementation of the task.

Based on the rating below, how you would rate this lesson? Write the score: _________

4 Students engage in using complex and non-algorithmic thinking or by exploring and understanding the nature of mathematics concepts, procedures, and/or relationships

3 Students engage in complex thinking or in creating meaning for mathematical procedures and concepts V=BUT the problems, concepts, or procedures do not require the extent of complex thinking as a “4”.ORThe potential of the task was rated as 4 but students only moderately engage with the high-level demands of the task.

2 Students engage with the task at a procedural level. Students apply a demonstrated of prescribed procedure. Students may be required to show or state the steps of their procedure, but are not required to explain or support their ideas. Students focus on correctly executing a procedure to obtain a correct answer.

1 Students engage with the task at memorization level. Students are required to recall facts, formulas, or rules (e.g., students provide answers only)ORThe task requires no mathematical activity

N/A (Explain reason)

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THIRD SECTION

3. Students discussion following the task.

Based on the rating below, how you would rate this lesson? Write the score: _________

4 Students show/describe written work and provide complete and thorough explanations of why their strategy, idea, or procedure is valid. Students explain why their strategy works and/or is appropriate for the problem by making connections to the underlying mathematical ideas (e.g., “I divided because we needed equal groups”).ORStudents show/discuss more than one strategy or representation* for solving the task, and provides explanations of how/why the different strategies/representations / mathematical ideas were used to solve the task and/or make connections between strategies / representations /mathematical ideas.

3 Students show/describe written work and attempt to provide explanations of why their strategy, idea, or procedure is valid. BUT the explanations are incomplete, incoherent, or lack precision (e.g., student responses often require extended press from the teacher).ORStudents show/discuss more than one strategy or representation* for solving the task. Students may provide explanations of how the different strategies/representations were used to solve the task, but do not show connections nor explain why the strategy/representation was valid.

2 Students show/describe written work for solving the task (e.g., the steps for a multiplication problem, finding an average, or solving an equation; what they did first, second, etc) but do not explain why their strategy or procedure works and/or was appropriate for the problem;ORStudents show/discuss only one strategy or representation* for solving the task.

1 Students provide brief or one-word answers (e.g., fill in blanks);ORStudent’s responses are non-mathematical

N/A (Explain reason)

Thanks!!

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Ok Na Firstmath Clasroom Observation Protocol 201112