<p>WCPSS Secondary Math Observation Tool</p><p>Teacher______Date of Observation______</p><p>Room #______Course______Time______</p><p>Unit/Lesson/Topic______</p><p>Classroom Environment Seating: Singles Seating Students face towards teacher Orientation: Pairs/Trios Students face towards each other</p><p>Groups</p><p>Room Inhibits student interaction Classroom Learning aids, concept-related items Arrangement: displays: Allows student interaction Ongoing activities, projects</p><p>Facilitates student interaction Examples of student work</p><p>Student recognition</p><p>Lesson Written objectives Applications, careers Overview: Written agenda Racial, cultural diversity</p><p>Assignments posted Extracurricular opportunities</p><p>Classroom Culture Major Lecture/note-taking, teacher-led Using Teacher-- Students activities Discourse demonstration of teachers & Students--Students Class discussion, small group discussion, students: Both student presentation/board work Hands-on activities following a set of </p><p> specific steps Collaborative No collaborative culture Hands-on activities with open-ended culture instructions/latitude to decide steps Some evidence of collaborative culture ”Seatwork”: reading text, working on (e.g. group roles defined)</p><p> worksheet, questions, problem set Evidence of collaborative culture Processing: represent/analyze data, find Collaborative norms clearly defined patterns, write/reflect on learning Assessment: test/quiz, performance task, </p><p> questioning to assess learning</p><p>Technology Teacher-driven Student-driven Lesson Enhanced Technology used: iPad/iPod Document Camera Computer Projector Calculator Interactive Board Other Researched Best Practices Old skill/information Summarizing /Note-taking Nonlinguistic representation</p><p>New skill/information Reinforcing effort Setting objectives/feedback</p><p>Similarities & Differences Homework & practice Generating/testing hypotheses</p><p>Cues, questions, organizers</p><p>Standards for Mathematical Practice* 1. Make Sense of Problems and Persevere in Solving Them Students are reasoning, thinking, and/or proving their answers. Students are demonstrating a structured approach to problem solving. Students check the reasonableness of their answers. Students collaborate to understand the approaches of others. 3. Construct Viable Arguments and Critique the Reasoning of Others</p><p>Students are engaged in mathematical discourse. paraphrase agree/disagree</p><p>Type(s) of discourse: explain add on</p><p> verify question each other</p><p>Students are making and testing mathematical conjectures. Students are making arguments to defend their reasoning. Students understand and evaluate arguments of others. 4. Model with Mathematics</p><p>Students are using mathematical models as evidence to support Drawings problem solutions. Manipulatives</p><p>Models may include: Symbols</p><p>Graphs/Tables</p><p>Students are using and/or sharing multiple representations (verbal, graphical, tabular, algebraic). Comments * Incorporating the Standards for Mathematical Practice will lead to increased levels of rigor in the classroom. These 3 standards were chosen for focus because of their high leverage.</p>