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TS:
Green- I like how you started with your ideal classroom and your philosophy because we can understand why you did the lesson the way you did. The agenda was also great because it gives the students a guide for class. Great job stopping and asking if students have questions. The explanations for the ready position were great as well ad the physical demonstration.
Red- I think the lesson outline was really good, I would maybe slow down a bit with each element in case anyone is confused but no one seemed to be confused! Maybe provide some reinforcement as well.
Yellow- How will you show the students your video? In class will you demonstrate or show the videos, or both? Will you have the students do the ready position with you in class or just you doing it and showing them?

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VS
-Great Job answering the questions and clarifying the task.  I was confused whether the objective was to measure the dotted rectangles or the surface of the entire shape.

-Thanks for providing me with plenty of time to answer the problem, or at least take a stab at it.

-Great showing an example of how to simplify the equations.

-Great explanation of congruency to come up with an answer of an unlabeled shape.

-You did a great job creating step by step problems that were helpful and interactive.  It made for an engaging learning experience.

-Coming from someone who struggles from math I thought the polyhedral problems would have been enough for me for one lesson.  The measuring of cylinders was hard for me to grasp and keep up.  Maybe consider adding this as another lesson.

-Consider using some positive reinforcement when students who struggle answer questions correctly.

-I can see how math online learning can be extremely challenging on both sides of the screens.  Great work

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DH: Green - slides were professional looking and step-by-step activity to calculate area of a rectangular prism was engaging. Red - clarifying questions were needed rather than an intentional review of rectangular prisms.  Yellow - will students have hands-on experiences with three dimensional objects prior to the lesson/unit?

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Green-
Clear learning targets
Great models
Good definitions
Good job getting us to be interactive despite it being via Zoom

Red-
Slow down when showing models
If we'll need the equations, advise us to write them down and to take notes
Explain 2D vs 3D
Missing explanation of units for area (units squared)
Too many concepts to try to cover in one period

Yellow-
Can you cover that many learning targets in a period?
What grade is this?
Where would be in this unit?
Was the first question that we solved the hook/ warm-up?
Wouldn't you teach the equation before asking for it?
Am I suppose to be taking notes?

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TS:
- I like how you provide time for students to solve the problems
- The practice problems helped me understand the concepts
- Great job of explaining the steps in how to solve the problems
- I would maybe provide hints when you see students are struggling and taking a while to solve problems
- great job!

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VS
-I enjoyed your hook.  It is nice to see that something fun like a domino can be used in creating a number line.

-I liked your "I do, we do, you do" model

-Great way to ensure engagement by having us walk ourselves through the problems

-Great relating it to real life scenarios to make a connection to the lesson.

-Great plan to conduct a summative assessment through assigning homework.

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MA
Green -
Great job at making sure everyone is done and understanding what is going on.
Good use of technology.
Good use of keeping up students engagement.
Good at encouraging students and getting them to the answer you want => positive reinforcement.
I liked how you introduced the class.

Red -
Talk a little bit slower.
Example number lines would be beneficial for students.
Have example of opposites for your visual learners.
Explain the activity more in depth or have more visuals of what students are supposed to do.
Give students the definitions continuously so that they can easily recall them.

Yellow -
Are you going to have students turn in journals?
Are journals the students' notes?
Are you going to keep track of the students you call on?
What were students supposed to write on the number line? The answer to the question or the problem?

You did good with explaining the paper activity! If we were in the actual classroom, I would stand in front of the class and possibly use the projector and walk around the classroom.

Maybe having the class create a huge number line could be a fun activity for students.

Overall you did an amazing job on your lesson! You did a great job at explaining what you would do as a teacher, and I love that you did more of an overview rather than what I did as giving a lesson. You did awesome, and you will make a great teacher!

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DH: Green - appreciated your intentional efforts to engage students in different ways and provide real-life scenarios. The rhythm of I-do... We-do... You-do (and Connect-it... Check-it) seems like it would be a predictable way of helping students engage consistently. We also appreciated your "think-aloud" as you worked through the lesson and supporting activity together in your lesson. Red - slowing your pace and providing more wait-time will allow for a higher level of engagement. Make sure you share the JamBoard with the correct permissions and test the technology portions of your lessons ahead of time. Yellow - what experiences would students have had with number lines and absolute numbers previously?

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TS
- I like the "I do, we do, you do"
- I appreciate how you said you would spend more time on something (instruction) if students aren't grasping the concepts
- The dominos in the start were engaging
-Having hands on activities were helpful for me
- You explain things really well!

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G - active engagement and physical modeling of volleyball skills (broken down)
Y - When you asked, "is there any questions?" what kind of questions were you expecting? Consider sharing a question or two that you think students would ask...
R - Test the videos (mode and technical function before teaching)

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Green:
-good use of time by talking about ideal classroom design and your teaching philosophy
-good job telling where your lesson falls in the unit and good idea using the first lesson for this
-I liked the agenda and good job keeping it simple

Red:
The only thing I caught was you mentioning the ball being hit off the arms or hands and it was only suppose to be forearm pass.

Yellow:
Do you need to show both ways to form your hands if one is preferred?

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M.A.
- You seem to have a great plan of teaching the lesson, but also a plan to ensure that everyone will grasp the movements before moving on.
- I like how you have videos to explain the concepts to students.
- Your slideshow was awesome! I love how you had a lot of visuals!!
- You did a great job at explaining every movement to students.
- will you have students practice the movements while doing this introduction?
- great job!

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M.A.
- I liked that you provided videos for your students to explain running and its importance.
- i liked that you have stretches for students to do first
- I like how you explained what you would do when you are in the physical classroom to explain to students what they will be doing
- I like how you said that you would model in the classroom instead of providing the videos. I think students could possibly lose engagement by watching videos
- i like how you provide methods of engagement!
- overall you did a great job!!

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Green:
-Good job telling where we are in the unit
-I liked the objectives and the motivational video
-Good recap on the video and personal share
-I loved the warm-up/ dynamic stretches
-Great model/ proper running form
-I thought the video drills were a great idea to model oppose to trying to show us via zoom
-I like your means of assessment
-I appreciated your "methods for engagement

Yellow:
-Would you show the videos or was that for the sake of time here?
-I love the journal idea, but is it practical to have each student have a PE journal?
-Would you keep the journal or would the student?

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VS
Green: I like how you formatted your objectives as opposed to how I formatted my CCSS / ELD standards.  I thought it related better to the audience which gave us a better understanding of what to expect.  I like how you shared your own personal experience as a new runner who trained and ran a marathon.  Something like a marathon might seem like an extremely challenging task however, you made if real for us.

Yellow: You discussed some basic elements of running form by providing a diagram.  Do these elements apply to jogging, sprinting, and or stair climbing?  How might a student prepare for a timed mile in the days leading up to the event (hydration, diet, sleep)?  For students with different fitness goals how does running benefit strength and vice versa?

Red: I would have liked to hear more details on basic running drills. You had mentioned it in one of your slides, and I'm saying this as I look at it through the lens of a student who doesn't run at all but is interested.

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DH
G - Active experiences and high engagement (make it fun)
Y - How do you select instructional resources and media?
R - How are you going to teach directly to students without  discussion?