Peer Coaching Blog

Peer Coaching
Blog 5
Preconference: What did you and your peer discuss during your preconference?
Maria and I discussed the lesson plan I would be doing in my Collaborating
Teachers Math class on Thursday, March 2, 2017. I was very excited to be teaching a lesson in
front of Maria. I asked her to look out for me asking the students questions during my lesson. I
want to make sure I am engaging the students in my Math lesson. I asked Maria if she could
please write down the questions I asked during my lesson. I want to be able to review what I said
during my lesson, what questions I asked the students, and if I could have asked them a different
question. We did not discuss my teaching inquiry during this preconference because my teaching
inquiry is on how to differentiate a lesson based on students needs in a science classroom. The
lesson I was teaching was on Fourth-grade Mathematics.
Observation: What subject did you teach? Tell us about your lesson. Why did you choose to
teach it the way you did? How do you think the lesson went? Why?
Subject: Fourth-Grade Mathematics Units of Measurement
State Standards:
MAFS.4.MD.1.1
Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a large unit in terms of a
smaller unit. Record measurement equivalents in a two-column table.
MAFS.4.MD.1.2
Use the four operations to solve word problems involving distances,
intervals of time, and money, including problems involving simple
fractions or decimals. Represent fractional quantities of distance and
intervals of time using linear models. Solving problems involving
measurement and conversion of measurements from a larger unit to a
smaller unit.
H.O.T Questions
Explain how you know what operation to use when converting units of
measure.
How can you use models to compare customary/metric length? Weight?
Liquid volume?
My Lesson started off by me asking my students if they knew How many inches are in
one foot? All of the students in the classroom knew how many inches made one foot. By asking
them this question I am trying to assess their prior knowledge with units of measurement. This is
also getting their brain thinking in terms of units. I then progressed to 1 yard. I showed them a
yard stick and told them that there are 3 feet in one yard. I could have asked them how many feet
is in one yard instead I gave them the answer. I showed the students the yard stick so they can
see for their own eyes how many inches were on a yard stick so they can make the interpretation
of the inches being 36 in and them knowing 12 inches=1ft. I then went into teaching the students
how they can use measurements by using their own body and body parts. Example: Their
fingernail is equivalent to a millimeter, from their elbow to their wrist is one foot, from their tip
of their finger to their first knuckle on their hand is 1 in, and the students then put their arms out
and I told them that from their left middle finger to their right middle finger is 1 yard. I asked the
students, What strategies can I use to convert units of measurement? and What does convert
mean? In math, there are terms students do not know especially when they are presented to
them in a question format. I gave the students an example of something I called a G house, which
Maria loved and so did the students. This is a diagram(Visual) the students can draw out on their
math test to help them remember how many cups are in a pint, how many pints are in a quart,
and how many quarts are in a gallon. I made it into a story. My story went along like this, G is
your house and in your house, you have 4 windows which is your Quarts, you have two people in
each window which is your pints, and those two people have two eyes which is your cups. Below
is a picture of the G House:
I asked the students to do a self-assessment of their grasp of the content. I asked them to
get their dice out of their baskets and put it on their scale on their desk which is labeled 1-4. 1
being they have no idea, 2 they understand but are still confused, 3 they grasp the content but
still need clarification, and 4 they fully understand the content. There were a few 2s and 3s and
before I moved on I went back over the G house and how to convert units of measurement. I then
asked them to rate their grasp of the material again to make sure everyone was on the same page
and no child was left behind. We went through their bell work together which I will post below
with Marias notes. After bell work I broke the students up into groups and I passed out cards
which was my formative assessment. The students were allowed to work in pairs and they had to
figure out how to convert inches to feet, feet to yards, and inches to yards. Here is a picture of
the cards I passed out:
When the students were done with their formative assessment/converting cards, I
assigned them pages 451 and page 455 in their math workbook. This allows them more practice
and a chance for me to look at their individual work, as a summative assessment.
Post conference: What did you and your peer discuss during your post conference? Do you
feel the peer conference cycle was helpful? In what ways?
During our post conference, we went over her notes and her thoughts of my lesson plan.
She loved my lesson and thought I did a great job teaching units of measurement to the class. I
feel like the peer conference cycle was beneficial and a great learning strategy for both of us. I
was able to tell Maria what I wanted her to look out for during my lesson. Also, I was able to
hear her feedback on my lesson during the post conference. All in all, I think doing a peer
coaching observation is great for both preservice teachers, we are able to see how each other are
doing and we are able to provide our feedback to one another.

Marias Notes she took during my observation.
BELLWORK:

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Maria and I discussed the lesson plan I would be doing in my Collaborating

lesson I was teaching was on Fourth-grade Mathematics.

Subject: Fourth-Grade Mathematics Units of Measurement

Know relative sizes of measurement units within one system of units

system of measurement, express measurements in a large unit in terms of a

smaller unit. Record measurement equivalents in a two-column table.

intervals of time, and money, including problems involving simple

fractions or decimals. Represent fractional quantities of distance and

intervals of time using linear models. Solving problems involving

measurement and conversion of measurements from a larger unit to a

is a picture of the G House:

the cards I passed out:

and a chance for me to look at their individual work, as a summative assessment.

feel the peer conference cycle was helpful? In what ways?

doing and we are able to provide our feedback to one another.

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