Liberty Point ES - Math Workstations - duplicate

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

What is the Teacher Doing?

Before The Students Work

• Teaching point is presented orally

• Makes a connection with - yesterday's lesson -ongoing unit of study -students' work -an experience outside of school

• Re-introduces key terms, anchor charts, and manipulatives for the topic.

• Demonstrates or models using the C-R-A framework, graphic organizers, and Think Alouds -Concrete Understanding Using Manipulatives -Representations or Pictorials Drawn -Abstract Using Algorithms and/or Equations

During the Students' Work Period

• Read the questions/instructions with the students, ask the students to identify the key words and share what they think question is asking.

• Listens to and watches the students answer the problem.

• Questioning is aligned with the following formats: -How did you... -Why did you... -What if... -Is this reasonable? -Person A thinks, Person B thinks. Is _________ right?

• Gives specific, descriptive feedback on their work and encourages students to engage in self- assessment based on the criteria for success. "Is this answer reasonable?"

After the Student Work Period

• Consolidate student learning

• Assess students' work independently

• Provide a related follow up activity

What Are The Students Doing?

• Actively engaged (using manipulatives, modeling with abstract and concrete representations, problem solving)

• Able to explain what and why they are learning

•  Practicing a skill or strategy with the support of the teacher and/or peers

• Working on tiered activities in at least 2 stations

• Working on hands-on activities that are worksheet free. Only the Writing Station involves paper.

• Writing to explain or defend their responses in math journals.

• Utilizing transformational technology to apply skills beyond Redbird. (ie. Seesaw)

Learning Environment

• Visual aids are evident.

• Materials are easily accessible for students and teachers

• The classroom environment is safe and conducive to learning.

• Add media

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• Observation Summary

• Points to Ponder

• Evaluator's Signature

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