ALVERNO COLLEGE Lesson Plan and Observation Feedback- ED 338 (_K4__Kindergarten)

Candidate: Char Skenandore 1st Observation ___ 2nd Observation _ X ___ Other Cooperating Teacher: Rachel Schlueter Assessor Teresa Valent Number of Students: 25 Lesson Focus: Science Date: 11/28/12

School: Morgandale
Inadequate The candidate does not yet appear to understand the concepts underlying the component. She/he still needs to work on the fundamental practices associated with this component. Emerging The candidate seems to understand the concepts underlying the component, but the implementation is sporadic, intermittent or not entirely successful. Additional experience will enable this student teacher to become proficient in this area. Proficient The candidate clearly understands the concepts underlying the component and implements it well with minimal to no support from the cooperating teacher. Distinctive The candidate implements the component at an independent level; his/her students are motivated, engaged, and learning at a high level.

These are the knowledge, skills, and dispositions that must be demonstrated by the end of your placement. Planning and Preparation (AEA: Coordination, Conceptualization Evidence (Candidate) WTS: 1,7,8DISP: Respect) It is very evident that every aspect of this lesson was carefully considered for this Questions are planned ahead. lesson. You planned several questions ahead of time. Integrating the Objectives are consistent with domains. language domain with scientific thinking, you carefully planned ways to Objectives use active verbs that clearly describe what children are to do. support understanding with questions throughout the reading of the text Activity was clearly planned and procedures match objectives. before moving the students into the independent activity (center) where Lesson demonstrates understanding of principles of developmentally they were to apply what they learned to dress bears for different seasons. appropriate practice-developmental level, culturally relevant, individually appropriate and based on prior experiences. Your activities were well planned (stopping points in the story were pre Plan takes into account childrens developmental abilities and levels of planned), matched your objectives, were developmentally appropriate and knowledge and skill. took into account the childrens level of skill and abilities. Taking into Plan provides for simplification and extension to meet full range of abilities of this group. account their social needs, you included movement activities, music and Content was accurate and clearly specified in terms suitable for this age and an internet (YouTube?) visual level. New vocabulary was introduced meaningfully. Content was clearly delivered through the procedures, verbally or nonverbally. Listening to and observing students during activities was an appropriate When needed, content was explained in more than one way. way to assess for these objectives and the additional check with the Provides opportunities for active engagement, manipulation and testing of picture at the end allowed for assessment of individual students. ideas and materials. Materials (book, worksheet, chart, music,) represent content meaningfully for this age group. Assessment was appropriate for children at this level of development. Assessment was appropriate for this lesson content. ED FORM 715 Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U.S., International 0210 ED and Universal Copyright Conventions Reproduction in part or whole by any method is prohibited by law.

Assessment relates directly to objectives.

___Inadequate ____Emerging ___ Proficient

_X__ Distinctive

Classroom Environment (AEA: Communication, Integrative Interaction WTS: 5, 6DISP: Respect, Responsibility, Collaboration) Treated children with respect, caring, warmth. Identified appropriate expectations for childrens performance and behavior, making adaptations when necessary. Demonstrated sensitivity to needs of individual children by adjusting expectations or modifying lesson. Allowed students to have choices in their learning, as appropriate. Organized, allocated, and managed the resources of time, space, materials and childrens attention to engage students. Created a positive learning climate for children by giving appropriate verbal and nonverbal invitations to children. Saw potential problems and responded. Responded in an effective and timely manner when problems occurred. Reinforced participation, verbally and nonverbally. Materials were organized before lesson was taught. Used media to enrich learning opportunities.

Evidence (Candidate and Student) The students were very excited to work with you and responsive to all of the activities you planned. You worked very comfortably with the students and took your time in developing the understanding of the season, engaging them in movement activities and song as well as topping on various pages and engaging students in discussion. Knowing that some of the students have Spanish as a first language you supported them in that language, you modeled how to think before speaking and provided multiple visual supports to facilitate understanding and reinforce participation of the full spectrum of learners in the class.

___ Inadequate ___ Emerging __ _ Proficient

_X_ Distinctive Evidence (Candidate and Student) You met every single bullet point to the left beginning with a discussion and song/movement activity helping students connect to past learning about providing insight into how connected they were to their prior knowledge. You brought multiple perspectives to the learning with the video, book, and clothing along with questions to facilitate students learning and understanding. The learning was extended with follow-up questions that asked why and how which additionally fostered higher order thinking. You modeled throughout the lesson (how to think, thinking first before raising hands, you gave very clear directions to the children so that they could all experience success (how to go back in the book when you dont remember answers. You used multiple instructional strategies, particularly modeling, questioning and paraphrasing. Worked with students one on one
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Instruction (AEA: Conceptualization, Coordination, Diagnosis, Communication, Integrative InteractionWTS: 2,3,4,8DISP: Respect, Communication) Linked new ideas to familiar ideas and makes connections to students life experiences. Brought multiple perspectives to the discussion of subject matter. Extended learning and encouraged discussion through the effective use of questions that represent varied levels of Blooms Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) Follow-up childrens initial responses with questions that engage critical thinking (why, why do you think so, how do you know, what was your clue). Adapted plans as needed based on behavior, schedule, and level of understanding. Showed awareness of childrens attention span. Promoted child participation and social interaction. Went from child to child, offering support and help, as needed. Communicated clearly and accurately in verbal and non-verbal modes Gave clear directions and cues.

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Used positive encouragement effectively. Spoke with interest about topic of lesson. Used independent work time to interact with children 1:1 in a positive way. Chose appropriate teaching strategies, learning experiences, and materials to achieve instructional purposes and to meet student needs. Strategies may include but are not limited to: Sensory Engagement, Environmental Cues, Task Analysis, Scaffolding, Guided Practice, Invitations, Behavior Reflections, Paraphrase, Reflections, Modeling, Effective Praise, Telling, Explaining, Do-It Signals, Challenges, and Questioning. Modeled throughout lesson (how letters are formed and sound, how numerals are formed, sounding out words).

encouraging them to apply what they learned about seasons.

During the post lesson conference we discussed how it might have been helpful to insert a pair share when so many students wanted to share information about the pictures.

___Inadequate ___ Emerging ___ Proficient

_X_ Distinctive Evidence (Candidate and Student) You provided ongoing feedback during the whole group portion of the lesson by repeating or paraphrasing responses and focused attention on the process of learning by asking questions to support and challenge thinking when students answers were incorrect instead of giving them an answer. Your assessments your observations and students matching clothing pictures to pictures of seasons was appropriate for this lesson and developmentally appropriate for these students. In the post lesson conference you reflected on students performance relative to the objectives and how the modeling supported their learning. You additionally commented on how you might change the lesson in the future by making some of the activities small group rather than whole group.

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Collaboration) Provides feedback to learners (oral and/or written). Focuses the students attention on the process of learning rather than just getting the correct answer or finishing an activity. Assessment relates directly to objectives. Used assessment and feedback strategies to involve students in self-assessment activities and to help them become aware of their strengths and needs. Assessment was well chosen for lesson content. Uses information from lesson and assessment in planning of future lessons. Reflects on own performance in relation to student learning and WI teacher standards.

___Inadequate ____Emerging __ Proficient

_X_ Distinctive

Professional Responsibilities (AEA: Diagnosis, Integrative InteractionWTS: 9,10DISP: Responsibility, Reflection, Collaboration)
Information from cooperating teacher was used as part of planning process. Evaluated the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work and reflected on this in self assessment and in discussions. Used classroom observation and information about students as sources for evaluating the outcomes of teaching and as a basis for reflecting on and revising practice, in discussions and self assessment. Seeks out the cooperating teacher to support his/her development as a learner

Evidence (Candidate and Student)

You continued to demonstrate the same high level of professionalism as was the case with the first lesson. I would add that you not only looked to your CT for support when developing lessons, you additionally looked to peers and your supervisor for feedback before implementing lessons. In this lesson you evaluated the effect of the lesson on the students noting that students responded positively to the questioning, modeling and the integration of movement and music activities.

Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U.S., International and Universal Copyright Conventions Reproduction in part or whole by any method is prohibited by law.

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and a teacher. In rationale, reflected on choices related to objectives, instruction, and assessment.

___Inadequate ____Emerging __ Proficient

_X_ Distinctive

ADDITIONAL COMMENTS: Wow, you really put a lot of thought and effort into meeting every item on the checklist at the highest level and it was not only evident in the lesson plan, it came shining through during the lesson. It is so clear that you value engaging students in developmentally appropriate lessons that meet their needs. Your objectives were age appropriate and you paced your lesson to allow for unhurried engagement of the students in learning which is so important at this point in the students development. You gave the students opportunities to wiggle and share what theyve learned with you and with one another. Also your growth in the ability to converse with students in Spanish makes you a very valuable future teacher.

Overall Performance: ___Inadequate ____Emerging __ Proficient _X_ Distinctive

Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U.S., International and Universal Copyright Conventions Reproduction in part or whole by any method is prohibited by law.

ED FORM 715 0210 ED