6th Grade Observation September 13, 2002
SOL: Understanding smaller numbers (decimals)
This was the day after decimals were introduced. The class had some difficulty understanding the language of tenths, hundredths, thousandths, and ten thousandths and hundred thousandths. The teacher decided to review and do more practice.
1. The lesson was introduced as a review and practice of yesterday’s lesson. She did some direct review on how to read and write decimals, and then she had guided practice and closed with class work. No homework was assigned since it was Friday.
2. She waited for all students to get out their worksheet packet, get ready and be quiet. She used the routine of “when you’re ready be quiet and eyes on me.” She asked what they know about place value. She called on those who had their hands raised, which were nearly all. She also prompted those who didn’t have their hands raised to answer. During guided practice she had them all write down their answer together digit by digit then revealed the answer on the overhead. The teacher gave charts to all the students as an aide in remembering the appropriate language. Cooperative learning was used during class work; they partnered up for doing the problems and then with new partners for checking their work.
3. The teacher walked around and interacted with each of the groups. There are five distinct learning groups in the class. The largest group is the regular followed closely by the special education group. One compacted out of the current math lesson and one that is being evaluated for special education. And several English as a second language students. They were given the responsibility to finish three tasks in 30 minutes and pace themselves.
4. All the students knew exactly what to do to break into groups. They promptly chose partners, found a spot, and got right down to work. When the quiet signal was given to get their attention, they immediately responded. Some groups tended to talk but quickly got back on task after a gently reminder. Teachers detected some inaccuracies in the students’ thinking when they walked around. Assistance was individualized.
5. I could not think of any suggestion to improve this lesson. I felt the teacher was sensitive to each of the learning groups and paced her lesson to the need of the entire class. Her methods mixed a nice combination of lecture, notes, cooperative learning, and activity. She apologized to the group of students who sat behind her at the overhead, so maybe she could rethink the placement of the overhead.