**Observation Form for EME 5403 FLVS**

**Recorded Lesson**

Algebra II February 26, 2015

8:33 am to 10:33 am

Observer: Diana Benitez

Kimberly Gates, Online Instructor

Algebra II February 26, 2015

8:33 am to 10:33 am

Observer: Diana Benitez

Kimberly Gates, Online Instructor

URL of Recorded Session: https://sas.elluminate.com/p.jnlp?psid=2015-02-25.0406.M.3DFEA9351E2C06E19C50AD1CBEFC67.vcr&sid=613

4.07 Graphing Polynomial Functions

Lesson Starts with the monthly calendar, the lesson Objective and the Essential Question. The instructor goes through the lesson clarifying definitions. Students answer questions posted using virtual pens and chat box.

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The lesson is very effective and keeps each student involved. To the extent that math can be presented in a sequential manner, the variety of presentation tools is good. I learned how to cover up portions of a page to reveal a little later, to be used when there are several concepts on a page.

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The lesson was consistent with Copyright and Fair Use provisions in that it was entirely teacher-generated and had no graphics. The teacher demonstrated how to solve problems and the students practiced on the Whiteboard. The theorem and vocabulary definitions that were posted during the lesson were consistent with those posted in the FLVS curriculum.

**Summarize the lesson in 2-3 sentences:**4.07 Graphing Polynomial Functions

**This is a 9th grade class of advanced math students that has only three students in it. This is the reason you may hear the same students called upon by the teacher.**Lesson Starts with the monthly calendar, the lesson Objective and the Essential Question. The instructor goes through the lesson clarifying definitions. Students answer questions posted using virtual pens and chat box.

**Comment on the session in the following areas:**1.

**Beginning**– Lesson Starts with the monthly calendar, the lesson Objective and the Essential Question. Students are survey and results show that students are caught up in lessons prior to 4.07 (teacher has confirmed this in Gradebook.)2.

**Structure**of session the teacher linked the learning outcomes with learning and teaching activities. She uses the calendar to help students know what their homework is and to keep students abreast of prior and next lesson3.

**Communications**The teacher watches the chat box consistently throughout the lesson and responds directly to questions and requests. She calls students by name. Students very much feel a part of the lesson. She used Bb tools to direct students’ attention to places on the Whiteboard problems. She describes what she is going to do, what she is doing and what the type of results they are looking to achieve.4.

**Learner Support**As already stated, she supports the learners throughout the lesson by immediately responding to questions. She is aware of IEP and 504s so her lessons are tailored to take those considerations into account. In this unique learning situation, the facilitator can text about any students having a problem a students may be having and the teacher brings the student into the lesson after learning the difficulty. The teacher has generous Bb hours after school and in the evenings for private support. She also emails students regularly as to their progress.5.

**Range of teaching and learning methods**There is a nice balance between teacher directed and student engaged activities throughout the lesson. More students get opportunity to ask questions and write on board that would in a regular face-to-face classroom.6. Use of

**learning technology and other teaching aids**In teaching math, there is nothing better than direct teacher instruction. There is no need for videos or Web Tours. The instructor does use Application Sharing towards the end when showing students how to use a graphing aid, Geogebra. As mentioned above, she does utilize the Chat box, the Whiteboard and tools, Audio. She send documents to students by email or pushes them forward during the lesson7.

**Use of student performance indicators**The instructor uses chat as a formative assessment throughout the lesson and responds in a timely manner during the lesson. The students have one activity associated with 4.07 in the quizzes portion of the Gradebook to complete as an additional assessment for homework.8.

**Clarity of explanation and overall technical delivery**The teacher speaks slowly and with clarity. She uses consistent graphics that keep student focused on lesson rather focusing on changes. She uses the Bb tools with ease and can move easily between the Whiteboard and the shared application.9.

**Content**High School math is a rather constant subject and does not change over time. Curriculum is current. The use of the graphing program, Geogebra, is a more recent tool that is utilized in this course. The teacher introduces the use of the tool for graphing polynomial function*after*students learn to do it by hand, so it does not become a crutch.**MAFS.912.F-BF.2.3**Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs.**MAFS.912.F-IF.2.4**For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.**MAFS.912.F-IF.2.5**Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble engines in a factory, then the positive integers would be an appropriate domain for the function.**MAFS.912.F-IF.2.6**Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.10.

**Overall effectiveness of the lesson and your professional development**The lesson is very effective and keeps each student involved. To the extent that math can be presented in a sequential manner, the variety of presentation tools is good. I learned how to cover up portions of a page to reveal a little later, to be used when there are several concepts on a page.

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**Special Focus Question**– Was the lesson content consistent with Copyright and Fair Use provisions as far as you could discern?The lesson was consistent with Copyright and Fair Use provisions in that it was entirely teacher-generated and had no graphics. The teacher demonstrated how to solve problems and the students practiced on the Whiteboard. The theorem and vocabulary definitions that were posted during the lesson were consistent with those posted in the FLVS curriculum.