Derek Visser

ELED 4440 Final Exam Part A

Total Points Possible: 120 (Subtract 4 points for each NA given) Total Points Earned: 88 Percentage Score: 73%

Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 (or NA on selected items). Cite under comments specific examples of the behaviors observed.

Lesson Preparation___________________________
4
1. Content objectives clearly Defined, displayed and reviewed with students

2
Content objectives for students implied.

0
No clearly defined Content objectives for students

Comments: I feel that she deserves a 3 because the objectives were posted and presented to the students, but there were FAR too many. Not specific or manageable.

Language objectives for No clearly defined 2. Language objectives clearly students implied Language defined, displayed and objective reviewed with students Comments: There was not a specified objective but there were vocab and language skills implied.

4
3. Content concepts appropriate for age and educational background level of students

2
Content concepts somewhat appropriate for age and educational background level of students

Content concepts inappropriate for age and educational background level of students Comment: I feel that the objectives (other than the fact that there were too many) were age appropriate.

Some use of No use of 4. Supplementary materials used to a Supplementary Supplementary high degree, making materials materials the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) Comments: I think that the students could have been more involved in using the volcano building experiment. Also I am not sure that the sequencing worksheet was very aligned with the objectives.

4
5. Adaptation of content (e.g., text, assignment) to all levels of students proficiency.

2
Some adaptation of content to all levels of student proficiency

0
No significant adaptation of content to all levels of student proficiency

Comments: I did not see much adaptation within this lesson for language needs, but there was some help from the aide in the classroom for monitoring and I would assume there was some adaptation there. I also think that the gradual release of responsibility was evident and was a good adaptation for some of the students.

Meaningful activities that No meaningful 6. Meaningful activities that integrate lesson integrate lesson concepts but activities that concepts (e.g., interviews, provides few language integrate lesson letter writing, simulations, practice opportunities for concepts with models) with language reading, writing, listening, language practice practice opportunities for and/or speaking reading writing, listening, and/or speaking Comments: The volcano activity was probably very affective and a great visual as well. The reading of the few pages alone was probably not the best choice of activity.

Building Background_________________________
4 7. Concepts explicitly linked to students background experiences 3 2 Concepts loosely linked to students background experiences 1 0 Concepts not explicitly linked to students background experiences

Comments: There were several links made to students backgrounds in this lesson. They were asked about their countries of origin, and also the web worksheet helped bring different students background experiences into the discussion.

4 8. Links explicitly made between past learning and new concepts 4 9. Key Vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

2 Few links made between past learning and new concepts 2 Key vocabulary introduced, but not emphasized

0 No links made between past learning and new concepts 0 Key Vocabulary not introduced or emphasized

Comments: There were a couple of links to their past learning in questions that the teacher asked.

Comments: The vocab was presented, and there were activities where the students could use them. They labeled and talked about the parts of a volcano as a class, and as homework they were assigned to use the vocab again and label a volcano.

Comprehensible Input________________________
4 10. Speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners) 3 2 Speech sometimes inappropriate for students proficiency level 1 0 Speech inappropriate for students proficiency level

Comments: The speech was on a good level and student friendly.

4 11. Clear explanation of academic tasks 4 12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

2 Unclear explanation of academic tasks 3 2 Some techniques used to make content concepts clear

0 No explanation of academic tasks 0 No techniques used to make content concepts clear

Comments: It was clear and evident what the students were expected to do for each task.

Comments: There were models, text, schematic mapping, worksheets, ordering variety!

Strategies____________________________________
4 13. Ample opportunities provided for students to use learning strategies 3 2 Inadequate opportunities provided for students to use Learning strategies 2 Scaffolding techniques occasionally used 1 0 No opportunity provided for students to use Learning strategies

Comments: The teacher talked about the strategies, but performed them herself, rather than letting the students practice and use them.

4 14. Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-aloud) 4 15. A variety of questions or tasks that promote higher-order thinking (e.g., literal, analytical, and interpretive questions)

0 Scaffolding techniques not used

Comments: The lesson was scaffolded very well and a gradual release was very evident.

2 Infrequent questions or tasks that promote higher-order thinking skills

0 No questions or tasks that promote higherorder thinking skills

Comments: There were a variety of questions, but not very many higher order questions. The students were just regurgitating information rather than forming thoughts and ideas because of the questioning.

Interaction___________________________________
4 16. Frequent opportunities for interaction and 3 2 Interaction mostly teacher-dominated with some 1 0 Interaction teacherdominated with

discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts 4 17. Grouping configurations support language and content objectives of the lesson 3

opportunities for students to talk about or question lesson concepts

no opportunities for students to discuss lesson concepts

Comments: The teacher interacted with the students via questioning and experimentation, but there was a not much student/student interaction.

2 Grouping configurations unevenly support the language and content objectives

0 Grouping configurations do not support the language and content objectives 0 Sufficient wait time for student responses not provided 0 No opportunity for students to clarify key concepts in L1

Comments: There was no student grouping specifically for this lesson. There was some discussion at student tables I assume during the brainstorming activity that may have alluded to grouping.

4 18. Sufficient wait time for student responses consistently provided 4 19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

2 Sufficient wait time for student responses occasionally provided

Comments: From what the scenario stated it sounded like the teacher always just took the answer that was given or shouted out first rather than giving any wait time.

2 Some opportunities for students to clarify key concepts in L1

Comments: This score relies on the fact that I assume the bilingual aide in the classroom provided clarification for students in Spanish.

Practice Application ________________________

4 20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 3 2 Few hands-on materials and/or manipulatives provided for students to practice using new content knowledge 1 0 No hands-on materials and/or manipulatives provided for students to practice using new content knowledge 0 No activities provided for

Comments: There were materials provided, but only some of the students were able to use them.

4 21. Activities provide for students

2 Activities provided for students to apply

to apply content and language knowledge in the classroom

either content or language knowledge in the classroom

students to apply content or language knowledge in the classroom 1 0 Activities do not integrate language skills

Comments: If the students had been able to interact more they would have had more of an opportunity to apply what they had learned.

4 22. Activities integrate all language skills (i.e., reading ,writing, listening, and speaking)

2 Activities integrate some language skills

Comments: There was not much speaking or writing in this lesson, but there were glimpses of each.

Lesson Delivery
4 23. Content objectives clearly supported by lesson delivery 3

________________________
2 Content objectives supported somewhat by lesson delivery 1 0 Content objectives not supported by lesson delivery

Comments: As mentioned earlier I feel that the objectives were too many and too messy. Hard to support that.

4 24. Language objectives clearly supported by lesson delivery

2 Language objective somewhat supported by lesson delivery

0 Language objectives not supported by lesson delivery

Comments: The language objective was supported by their homework, so within this lesson I feel it was not well supported.

4 25. Student engagement approximately 90% to 100% of the period

2 Students engaged approximately 70% of t period

0 Students engaged less than 50% of the period

Comments: There was no evidence that students were not engaged. There wasnt downtime or strange transitions or anything like that.

4 26. Pacing of the lesson appropriate to students ability levels

2 Pacing generally appropriate, but at times too fast or too slow

0 Pacing inappropriate to the students ability levels

Comments: The lesson appeared to have appropriate pacing most of the time. The experiment may have been rushed a little, and the students did not have time to complete their sequencing task.

Review/Assessment
4 27. Comprehensive review of key vocabulary 4 28. Comprehensive review of key content concepts 4 29. Regular feedback provided to students on their output (e.g., language, content, work) 4 30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson 3

________________________
2 Uneven review of key vocabulary 1 0 No review of key vocabulary

Comments: Some of the vocab was reviewed at the end of the lesson through the diagram displayed on the overhead.

2 Uneven review of key content concepts 2 Inconsistent feedback provided to students on their output

0 No review of key vocabulary

Comments: The concepts of the parts of a volcano carried throughout the lesson and were reviewed, but the review was not comprehensive.

0 No feedback provided to students on their output

Comments: In just what I read about the lesson I did not see much evidence of feedback but there was some. It was inconsistent.

2 Assessment of students comprehension and learning of some lesson objectives

0 No assessment of students comprehension and learning of lesson objectives

Comments: The assessment was sent home as homework, the teacher did not assess during the lesson. There was little formative assessment as well.

Dear Ms. Clark, I very much enjoyed observing your lesson. There were some components and features of SIOP that you incorporated flawlessly and they were very evident in your lesson. The comprehensible input feature and corresponding components were implemented very well into your lesson. Your speech was on a good level and student friendly, you used a large variety of teaching techniques, and it was clear and evident what your students were expected to do for each task. Your building background components were also implemented well. There were several links made to students backgrounds in this lesson. Students were asked about their countries of origin, and also the web worksheet you administered helped bring different students background experiences into the discussion. The vocabulary was presented, and there were activities where the students could use them. They labeled and talked about the parts of a volcano as a class, and as homework you assigned them to use the vocabulary again in label a volcano in their journals. There were a few features that I feel were present in this lesson, but could have used a few tweaks to make them really shine. You did post objectives and presented to the students, but there were FAR
too many. They were not specific or manageable; I suggest narrowing down to one objective that can be stated in just 1-3 sentences. Within your lesson you presented different learning strategies to the students but they did not get very much opportunity to practice those strategies, it may have been more beneficial for the students to have practiced them more themselves. Also student interaction was something that I saw lacking in this lesson. There was plenty of interaction between you and the students, but not much between the students themselves. Letting the students interact would have given them more of an opportunity to apply content and language knowledge

as well as practice language skills. This is especially important for ELLs in your classroom. The language objective as well as any practice of language skills was not very strong throughout this lesson. There may have been some issues with the pacing which didnt allow time for students to use language and complete their language assessment in class so this was assigned as homework. Be sure in the future to assess language as well as the content. You assessment of content was better in the fact that you did more review and more practice and application of that information. The last suggestion that I offer is that of the importance of wait time and feedback. Students need time to think and formulate thoughts before answering questions. They also need reinforcement in the form of feedback whether because they had a correct answer or need some guidance because of an apparent misconception. Be sure to give as much student feedback as possible as well as giving students time to think before answering questions. I hope there praises and suggestions offer some insight into how your teaching can improve, you are doing very well.

Sincerely, Derek Visser