# data[].attributes.body
-wait time
-modeling

# data[].attributes.body
Developing
-Missed opportunities to remind students the objective of the class.

# data[].attributes.body
Developing
- Missed opportunities for checks of understanding.
- No differentiation.
- Pushes for engaging questions.
- Has students think about what they are learning.

# data[].attributes.body
2- The teacher questioned the students by asking "how did you get that answer".
- The teacher was interactive with the students and engaged with them.
- The teacher went through the process and expectations of the activity.

# data[].attributes.body
Lesson objective throughout
Student learning for each student
Which will move sudents the most -
Formative assesssment - for student growth
P&P - proficient (

# data[].attributes.body
developing - teacher stated the objective and used student friendly words, materials were prepared, didn't need to look at the manual, used manipulatives to teach the math,

# data[].attributes.body
Proficient
Great questions
Gradual release of responsibility
Connected to prior learning
Growth areas where she kept asking same question over and over asking them on the same level
Wanted to hone in on the word borrow. She kept repeating the vocabulary word
Students needed more think time in some cases

# data[].attributes.body
Developing
She sometimes forgot students' names
Type of praise she gave was not specific

# data[].attributes.body
Proficient
Acknowledged own mistakes for growth
Overall culture was positive children were involved felt safe making mistakes
Teacher used several opportunities for growth
Overall feedback form students was good and asked for metacognitive responses

# data[].attributes.body
Developing
Objectives not posted or fully stated and reiterated clearly
Materials were prepped
Students knew what was expected of them
Transitions were effective
ME we Two you active
Overall this is still in a developing level with areas for improvement

# data[].attributes.body
2.5- The students knew the routine and expectations of the classroom.  The teacher encouraged the students by saying "You're are working together well".
- We did not notice any posted student work.
- The teacher presented to the students using a small dry/erase board. It would benefit the students to have a bigger (Easel) visual.

# data[].attributes.body
Developing
- Student participation.
- No gradual release model.
- No expectation for pair work.

# data[].attributes.body
Developing
-Gradual release model (not I do)
- Differentiation

# data[].attributes.body
Developing
- Objectives unclear.
- Prepped materials.
- Student routines were established.

# data[].attributes.body
2.5- The gradual release of Responsibility: She demonstrated the Me, We, Two, You
It would benefit the students to each have their own set of manipulatives in the "two" part.

# data[].attributes.body
All materials were readily available for all students. Routines and transition were smooth and addressed differentiation within the lessonwas incoprporated into the lesson. Midstream swith to help the students practice the skill befor movng on to independent pratice. Good precise praise 10:23am reinforcing the expectations and allowing the girls to try again.

# data[].attributes.body
-used student names often, but often confused the students name
-often short with students ie. "that's why you need to listen", "go back and check that and count it out loud for me and maybe you will get it right" (the tone was short)

# data[].attributes.body
The lesson objective was not posted. Mentioned the objective at the beginning of the lesson, but not throughout

# data[].attributes.body
Teacher has materials prepped (e.g., anchor charts, white boards, markers, manipulatives); has lesson in front of her; small group routines are in place; good transition of gradual release "now you will do this in a group"; emphasis on working together with a partner "I like the way both of you talked it out together, girls remember you need to be talking with each other", "I'm going to give each of you a problem to work on, girls I want you to work on a problem together again"; CFUs throughout "Why did you that?"; Studnets used math vocab. of "borrowing" -- constantly prompting students to model cognitive strategies for peers "why are you doing this?"; gave students think time - waited before providing response for students; redirected students

# data[].attributes.body
-introduced  learning target, but did not come back to it throughout the lesson
-stated "we will know we are successful when we.."
-materials were prepared in advance (whiteboard and anchor charts and student manipulatives present)

# data[].attributes.body
- teacher was prepared but did not have objective displayed
-might be useful to have visual for students
-consider teacher's room set up when conducting observations
-teacher is developing:
unclear lesson objective, student friendly, did not reflect, we would have to ask her if data was used for planning this lesson

# data[].attributes.headline
Teacher showed she knew the lesson, had group set up, target of lesson, materials (manipulatives, board, charts. Pacing was on point. Routines were excellent. Positive interaction's and prompting of students.

# data[].attributes.subject
Teacher showed she knew the lesson, had group set up, target of lesson, materials (manipulatives, board, charts. Pacing was on point. Routines were excellent. Positive interaction's and prompting of students.

# data[].attributes.headline
Planning and Preparation: Students  Teacher worked on problems and teacher was able to correct and keep the pace of the lesson. The teacher's pacing was excellent, knew lesson, and there was much interaction during lesson which required much planning and preparation. Preparation of lesson was shown in  how the students were on task,  the students were on task and engaged.

# data[].attributes.subject
Planning and Preparation: Students  Teacher worked on problems and teacher was able to correct and keep the pace of the lesson. The teacher's pacing was excellent, knew lesson, and there was much interaction during lesson which required much planning and preparation. Preparation of lesson was shown in  how the students were on task,  the students were on task and engaged.

# data[].attributes.body
Glows:
"It seems like you're really paying attention in class and working on this in your classroom."

Grows:
Noticed that there was a lot of silence between the lessons - could add in some positive narration
Letting students recognize their own mistake instead of pointing on the mistake "Uh-oh, Henry...this is wrong because we need to borrow" instead of allowing Henry to find his own mistake
Students were paired up by like skill-level; we can try pairing students who may struggle with the problem with students who have internalized the concept more to help model those cognitive strategies

# data[].attributes.headline
Active Learning: Students worked in partners and they were expected to communicate and the students were given of expectations were given. Students were asked many open ended questions, students answered and teacher was able to direct the conversation while the students. stayed engaged

# data[].attributes.subject
Active Learning: Students worked in partners and they were expected to communicate and the students were given of expectations were given. Students were asked many open ended questions, students answered and teacher was able to direct the conversation while the students. stayed engaged

# data[].attributes.body
Glows:
Had two girls redo the partner work with an emphasis on communicating with each other.
Asked a lot of questions "why are you doing this?" "walk me through this"

Grows:
Students were quiet
Teacher voice was very dominant
Teacher prompted pairs to talk to each other "remember I want you to talk to your partner" "you should be working together one person doing it"
Culture of students working independently rather than working as a group, or in pairs
Could ask for more CFUs "what does this symbolize?"
Allowing students time to figure out their mistakes
Taking students through lesson sequentially and encouraging students to slow down

# data[].attributes.body
-identified to students that they would be using the work mat and the cubes (could have explained how to use it before beginning) this did not clarify the purpose

-asked a lot of questions
-"used the cubes to show me 7"
-"what can I do do show this?"

-expectation of how to use the cubes was not clear because students were using the cubes, but also playing with the cubes

-unclear that student learning objective was met

# data[].attributes.body
-Scaffolding
-No objective, but objective was mentioned from the pervious session
-core instructional model was used
-plain learning space. No posters or anchor charts
-