Exhibit J for Midatlantic CMP2 collection

STUDENT AND CLASSROOM VARIABLES

INSTRUCTIONAL VARIABLES

TEACHING MATERIALS

Gender: # Male ______ # Female ______

Average ability of students in this class period (ask teacher—circle):

Special Needs Below-Level Average Advanced ELL Varies

Disruptive student behavior (check only one):

 No significant classroom disruptions

 Small disruptions from multiple sources

 Small # of students persistently disruptive

 Large # of students disruptive throughout

 Other behavior issues: _____________________________________

Number of classroom interruptions: <3 >3

(Only consider an event a disruption if student learning is interrupted.)

Sketch and label features of the classroom layout:

Estimate the # of minutes spent on each of the following tasks:

____ Routines (e.g., checking homework, taking role)

____ Teacher-directed lecture

____ Class discussion

____ Small group activities

____ Paired student activities

____ Student independent work time

____ Homework review

____ Test/Chapter/unit review

____ In-class quiz or test

____ State standardized testing

____ School activities (e.g., announcements, assemblies)

____ Student discipline/interruptions

____ Other: _______________________________

Transition time: <5min >5min

Estimate the percent of students engaged in the lesson during each phase of L, E, S:

LAUNCH (5-10 minutes into class): ____ %

EXPLORE (25-30 minutes into class): ____ %

SUMMARIZE (10-15 minutes before class ends): ____ %

Did students do the following?	Class discussion	Group Work	Pair Work
Answer each other’s questions
Make connections to previous lessons
Introduce more than one way to approach a problem
Take turns answering teacher probes (not one/few students dominating the discussion)
Collaborate to solve a problem

Circle any physical features that are NOT adequate:

Lighting Outside/inside noise Space for chairs/desks Temperature

Check off each of the materials used to teach the lesson:

 Student Edition textbook

 Teacher Edition textbook

 Special Needs Handbook

 Spanish Resources

 Lab Sheets

 CMP2 transparencies

 ELMO (document projector)

 Teacher-created transparencies

 Manipulatives

 Vocabulary

 Teacher Express CD-ROM

 Exam View CD-ROM

 None of the above

 Other: ________________________

Check off each of the activities students worked on during class:

 ACE problems

 Mathematical Reflections

 Exercises (A, B, C, D, etc.)

 Partner Quizzes

 Check-ups

 Self-Assessments

 Question Bank Problems

 Multiple Choice Problems

 Notebook Checklists

 Other: ________________________

 Homework Assigned:

Non-CMP2 Materials: _________________________________________________________________________________________________________

TEACHER VARIABLES

DESCRIPTION OF TEACHING STRATEGIES

Pedagogy: (mark on continuum) “Sage on the stage” “Guide on the side” ---------------------------------------------------x----------------------------------------------------- Did the teacher do any of the following?  Present student learning goals related to the lesson/activity  Explain rules and definitions  Instruct students to look at the textbook while teacher talked about it  Allow students to answer each other’s questions  Allow students to work with/help each other  Encourage curiosity and creativity in students  Expect students to engage in complex thinking  Connect concepts taught in class to things students already know  Connect concepts taught in class to the “real world”  Establish daily classroom routines (e.g., homework collection, notebook checks, etc.)  Use alternative teaching strategies if students fail to understand the lesson  Assess students’ prior knowledge of a concept  Provides positive encouragement to students  Makes sure all students are on board before moving on  Other: _________________________________________________ __________________________________________________ Overall content expertise: 1 2 3 4 5 Overall classroom efficacy: 1 2 3 4 5 Vocabulary terms referenced:

CMP2 Problem/Unit: ____________________________________________ _______Prelaunch Activities: Teacher setup/explanation prior to launch _____________________________________________________________________________________________________________________________________________________________________________________________ _______Launch (include a brief description of the “real world” applications used to launch the lesson): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______Explore (include examples of questions the teacher directed to students as well as descriptions of student/teacher and student/student interactions): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________Summarize (focus on adherence to CMP2 philosophy, noting whether or not the teacher generated his/her summary based on student responses and work): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________* Is teacher planning to do/complete “Summarize” tomorrow? Yes/No

ASSESSMENT, FEEDBACK, and GRADING

Assessment: (Check all methods of assessment that were observed):

 Warm-up  Individual Quiz  Unit Test  Unit Project  Whiteboards or student response system

Feedback/Grading: (Check methods of feedback, grading, and opportunities for revision that are observed):

 Collection of student work to be graded  Graded work returned to students  Feedback written on student work in the form of a grade, points, etc.

 Feedback written on student work in the form of comments Opportunities for students to revise work  Rubric used in grading

Notes:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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