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1 Low-Inference Transcript Student Name: Valentina Fedonyuk Course Number: SEDN 683 Date

1

Low-Inference Transcript

Student Name: Valentina Fedonyuk

Course Number: SEDN 683

Date 2/7/2024

2

Low-Inference Transcript

School: M.S. Sunshine

Date: 2/7/2024

Teacher: Mrs. Maria

Class/ Grade: 2th Grade ICT

Type: Math

Focus for the visit: Comprehension Strategies in Math

Focus Domain: Danielson Domain 3 – A

Time Teacher Students

00:00-

02:30

Mrs. Maria begins the

lesson by displaying a large

chart titled “Understanding

Place Value.” She explains

that today, they will focus

on understanding how to

read and represent numbers

up to 100

Students are seated at their desks paying

attention to the teacher. One student raises

her hand and asks “What does the ‘hundred’

place mean?” Mrs. Maria responds by

saying, “That is an excellent question! The

handred’ place tells us how many groups of

one thousand we have in a number.”

02:50 Mrs. Maria distributes a worksheet

with various numbers written in

expanded form. She instructs the

Students start to work on their tasks

independently, using their notes and the

examples on the board as guides. As Mrs.

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students to rewrite each number in

standard form.

Maria walks around the room, she talks to

each student separately. She gives advice and

explanations as needed.

03:00 Mrs. Maria presents a manipulative

math activity to strengthen her

understanding of place value. She

hands out base-ten blocks and

instructs students to construct

various numbers.

Students eagerly engage in the activity and

collaborate with their peers to build and

compare numbers. Mrs Maria walks around

the room, observing students’ progress and

facilitating discussions. She encourages

students to explain their thinking and justify

their choices

04:00

Mrs. Maria concludes the lesson by

reviewing key concepts and

inviting students to share their

insights.

Students participate in a closing discussion,

sharing their strategies for understanding

place value. Mrs. Maria praises students for

their participation and encourages them to

continue practicing their math skills.

05:00

Mrs. Maria demonstrates explicit

instruction by breaking down

complex concepts into manageable

steps.

Students are actively engaged in the lesson.

They demonstrate their understanding

through their participation and responses.

Mrs. Maria provides intensive instruction by

offering additional support to students

struggling with the material. Students

demonstrate metacognitive strategies by

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reflecting on their learning and identifying

areas where they need extra practice.

Teacher Observation Critical Analysis

Aspect Analysis

Explicit Instruction (HLP 16) Mrs. Maria effectively breaks down complex place value

concepts into manageable steps. She also provides clear

explanations and examples for students to follow.

Cognitive and Metacognitive

Strategies (HLP 14)

Mrs. Maria encourages students to think critically about their

learning, asking probing questions and prompting them to

reflect on their understanding throughout the lesson.

Intensive Instruction (HLP 20) Mrs. Maria provides additional support to struggling

students, offering targeted interventions and scaffolding to

help them succeed.

Glow (What Went Well)

Mrs. Maria excelled in maintaining classroom order. She skillfully engaged students and

ensured their focus remained on the task throughout the lesson. Incorporating hands-on

manipulatives also proved highly effective in solidifying her understanding of place value

concepts. This fostered active participation and deeper learning among students. These strategies

facilitated a conducive learning environment and encouraged students to explore mathematical

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concepts actively. This results in heightened engagement and comprehension (Kettler & Reddy,

2019).

Grow (Suggestions for Improvement)

There are several suggestions to enhance learning outcomes. First, Mrs. Maria could

expand student engagement by integrating more student-led discussions and peer collaboration.

This would facilitate deeper comprehension and involvement. She should also implement a

broader range of differentiation strategies tailored to address the diverse learning needs present

within the classroom. Doing this will enable her to effectively cater to individual learning styles

and abilities, thus ensuring that all students receive adequate support and opportunities for

growth.

Recommendations for Improvement

Two key recommendations are proposed to enhance instructional effectiveness. First,

implementing small group or individual conferencing sessions can offer personalized support

and feedback to students, addressing their specific learning needs. This approach allows

educators to tailor instruction to individual students, fostering a deeper understanding of

concepts (Shehab, 2019). Secondly, integrating formative assessment strategies is essential for

regularly assessing student progress and adjusting instructional methods accordingly. Instructors

can identify areas of improvement and adapt their teaching techniques to better meet the diverse

needs of their students by continuously monitoring student learning through formative

assessments (Takkoush, 2021). These recommendations aim to create a more inclusive and

dynamic learning environment, ultimately supporting student success and academic growth.

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References

Kettler, R. J., & Reddy, L. A. (2019). Using Observational Assessment to Inform Professional

Development Decisions: Alternative Scoring for the Danielson Framework for Teaching.

Assessment for Effective Intervention, 44(2), 69–80.

Shehab, U. (2019). The effect of utilizing the Danielson framework for teaching on teachers’

perceptions of effective teaching.(c2019) (Doctoral dissertation, Lebanese American

University). DOI:

Takkoush, S. (2021). Teachers’ and Evaluators’ Perceptions of Teacher Effectiveness after the

Implementation of the Danielson Framework for Teaching (Doctoral dissertation,

Lebanese American University).

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