Standard 3: Elementary or Middle School
During a mathematics lesson on perimeter and area, Ms. Jones had students “think-pair-share” to
brainstorm possible methods for finding both the perimeter and the area of their classroom. Based on
discussion, the students appear to have a strong grasp and understanding. She decided to move on to a
small review task rather than the review lecture she had planned. The students formed their own groups
and found the perimeter and the area using their selected method. During this process, Ms. Jones,
circulated throughout the room and used questioning techniques to prompt and guide students as
needed. She especially focused on the students who showed limited understanding during the review.
During this phase of instruction, Ms. Jones only spoke to introduce the task and question for guidance
with students doing the majority of talking. During this task, students were invited to use any resources
available to them in the room. Once students had been given adequate time to complete the task, the
groups were asked to present their findings and model the methods they used and provide justification
and reasoning for their answers. The students were then placed in groups, which were specifically
chosen by Ms. Jones to ensure mixed ability, to complete a project where they had to re-design the
classroom. The students had to work together to find measurements, estimating costs, finding definite
costs, and presenting their final design to the class in any acceptable manner. During their work time,
students were allowed to use any available resource. Ms. Jones continuously used guiding questions to
serve as prompts and to uncover students’ misconceptions. Students were given check lists and self
assessments, along with a peer review to complete during this collaborative project. At the end of each
class period, students were to answer an exit slip question and reflect on their learning. Ms. Jones’
detailed lesson plans show the use of technology throughout the week as well as the modifications she
makes as a result of the students’ understanding as evident through her questioning and exit slip
responses. Each day, Ms. Jones has a SmartBoard activity for the students to engage in alone, and has
set aside one day where the students use the computer to work on or finish a project that aligns with the
week’s goals and activities.
Element:
Notes:
Standard 3: Teaching
Performance Level Rating Given:
3.1 The teacher utilizes a variety of
research-based instructional
strategies.
3.2 The teacher motivates and engages
students in learning, problem solving
and collaboration.
3.3 The teacher adjusts instruction based
on a variety of assessments and
student responses.