Observation 3 Perla Marquez Cervantes

Supporting Diverse Learners (TPE 1, 3, and 4) Observation Form
Semester (Fall/Spring) Visit # (for Supervisor): 3
Teacher Candidate: Perla Marquez-Cervantes Date: 4/4/2023
Observer: Jeong-Lim Chae Subject Area: Line equation
Observer Role (Supervisor/Mentor) Grade level(s):
Observation Type (In class/Video)
1.1 Apply knowledge of students, including their prior experiences, ❏ No evidence

interests, and social-emotional learning needs, as well as their funds of ❏ Attempting
knowledge and cultural, language, and socioeconomic backgrounds, to ❏ Meeting
engage them in learning.
1.4 Use a variety of developmentally and ability-appropriate instructional ❏ No evidence

strategies, resources, and assistive technology, including principles of ❏ Attempting
Universal Design of Learning (UDL) and Multi-Tiered System of ❏ Meeting
Supports (MTSS) to support access to the curriculum for a wide range
of learners within the general education classroom and environment.
1.6 Provide a supportive learning environment for students' first and/or ❏ No evidence
second language acquisition through research based instructional ❏ Attempting
approaches ❏ Meeting
3.5 Adapt subject matter curriculum, organization, and planning to support ❏ No evidence
the acquisition and use of academic language within learning activities ❏ Attempting
to promote the subject matter knowledge of all students (e.g., ELs, , ❏ Meeting
students with disabilities, students with other learning needs) in the
least restrictive environment.
3.6 Use and adapt resources, standards-aligned instructional materials, and ❏ No evidence
a range of technology, including assistive technology, to facilitate ❏ Attempting
students' equitable access to the curriculum. ❏ Meeting
4.2 Understand and apply knowledge of the range and characteristics of ❏ No evidence
typical and atypical child development from birth through adolescence ❏ Attempting
to help inform instructional planning and learning experiences for all ❏ Meeting
students.
4.4 Plan, design, implement and monitor instruction, making effective use ❏ No evidence
of instructional time to maximize learning opportunities and provide ❏ Attempting
access to the curriculum for all students (e.g., use of instructional ❏ Meeting
technology, UDL and MTSS; developmentally, linguistically, and
culturally appropriate learning activities, instructional materials, and
resources for all students, opportunities for students to support each
other in learning; community resources and services as applicable.
Evidence (from observation + debrief) Comments/suggestions (from observation +

debrief)
Perla started the class on the line equations, During the lecture, Perla explained how to
and she told the students that they would identify parallel lines and perpendicular lines by
continue from the last class to take notes the slopes. Her explanation was clear and
about and do some examples. They did work clarified some of possible confusions – for
on slopes and forms of line equations. example, a slope is a number that is multiplied
by 𝑥 in a line equation.
Perla showed two lines and asked students
whether they were parallel, perpendicular, or In the exercise problems, students were (1) to
neither. With the example, she explained that find the slope of a line parallel or perpendicular
parallel lines have the same slopes and to the given line, (2) to identify whether two
perpendicular lines have opposite reciprocal lines are parallel, perpendicular, or neither, and
slopes. (3) to write an equation for a line that is parallel
or perpendicular to a given line and passes
Then she let students work on exercise through a given point.
problems. Exercise problems were organized
in three difficulty levels – mild, medium, and One of the questions was to find the slope of a
spicy, and each level has 5 sets. Each group line that is perpendicular to 𝑥 = −12. Students
(trio) could choose whichever set they started seemed to know that the slope of the line is
with. undefined, but the rule of “opposite reciprocal
slope” was not applicable. Perla asked what the
line 𝑥 = −12 looked like and reminded that it is
a vertical line. Then students could see that a line
perpendicular to a vertical line is horizontal,
whose slope is zero.
Goals/Next steps (for candidate):
Perla communicates with her students in English and Spanish. Students asked questions to her in
any language they felt comfortable with. When she introduced/used mathematical terms, she often
used everyday words along with them so that students could understand the meaning of the terms
better and make smooth transition to mathematical terms. It is very helpful for students to
understand the meaning of terms and develop mathematical concepts.

Observation 3 Perla Marquez Cervantes

Uploaded by

Copyright:

Available Formats

Observation 3 Perla Marquez Cervantes

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Observation 3 Perla Marquez Cervantes

Uploaded by

Copyright:

Available Formats

Supporting Diverse Learners (TPE 1, 3, and 4) Observation Form

Semester (Fall/Spring) Visit # (for Supervisor): 3

Teacher Candidate: Perla Marquez-Cervantes Date: 4/4/2023

Observer: Jeong-Lim Chae Subject Area: Line equation

Observer Role (Supervisor/Mentor) Grade level(s):

Observation Type (In class/Video)

1.1 Apply knowledge of students, including their prior experiences, ❏ No evidence

1.4 Use a variety of developmentally and ability-appropriate instructional ❏ No evidence

Evidence (from observation + debrief) Comments/suggestions (from observation +

Goals/Next steps (for candidate):

You might also like