ALVERNO COLLEGE Lesson Plan and Observation Feedback- ED 338 (_K5__Kindergarten)

Candidate% 7a8$in 9uran 1st .#servation ::: 2nd .#servation ::;:: .ther Cooperating (eacher% <ulie chie*el#ein 4u$#er o* tudents% ,- students 0esson =ocus% cience)&ealth

9ate% 11)2>)12

Assessor% Teresa Valent chool% &illcrest 'le$entary

Inadequate (he candidate does not yet appear to understand the concepts underlying the co$ponent. he)he still needs to work on the *unda$ental practices associated with this co$ponent. Emerging (he candidate see$s to understand the concepts underlying the co$ponent, #ut the i$ple$entation is sporadic, inter$ittent or not entirely success*ul. Additional e+perience will ena#le this student teacher to #eco$e pro*icient in this area. Proficient (he candidate clearly understands the concepts underlying the co$ponent and i$ple$ents it well with $ini$al to no support *ro$ the cooperating teacher. Distinctive (he candidate i$ple$ents the co$ponent at an independent level, his)her students are $otivated, engaged, and learning at a high level.

(hese are the knowledge, skills, and dispositions that $ust #e de$onstrated #y the end o* your place$ent. Planning and Pre aration !AEA" Coordination# Conce tuali$ation% Evidence !Candidate+ &T'" (#)#*%DI'P" Res ect+ (here was $uch i$prove$ent in your lesson planning and preparation. 7our -uestions are planned ahead. o#/ectives were clear with strong ver#s, develop$entally appropriate and aligned .#/ectives are consistent with do$ains. with the assess$ents. 7our activities were aligned to the o#/ective, were .#/ectives use active ver#s that clearly descri#e what children are to do. consistent with the do$ains and took into account previous knowledge that the Activity was clearly planned and procedures $atch o#/ectives. children had learned a#out healthy ha#its 0esson de$onstrates understanding o* principles o* develop$entally appropriate practice1develop$ental level, culturally relevant, individually 7ou provided *or group learning and active engage$ent #y students to appropriate and #ased on prior e+periences. $anipulate and apply their knowledge as they constructed their understanding o* 2lan takes into account children3s develop$ental a#ilities and levels o* how the heart works. knowledge and skill. (he content was also well written, accurate and clearly speci*ied in ter$s suita#le 2lan provides *or si$pli*ication and e+tension to $eet *ull range o* a#ilities o* *or this age. this group. Content was accurate and clearly speci*ied in ter$s suita#le *or this age and level. 4ew voca#ulary was introduced $eaning*ully. Content was clearly delivered through the procedures, ver#ally or nonver#ally. When needed, content was e+plained in $ore than one way. 2rovides opportunities *or active engage$ent, $anipulation and testing o* ideas and $aterials. Materials 5#ook, worksheet, chart, $usic,6 represent content $eaning*ully *or this age group. Assess$ent was appropriate *or children at this level o* develop$ent. Assess$ent was appropriate *or this lesson content. ED FORM 715 Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U. ., !nternational 0210 ED and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

Assess$ent relates directly to o#/ectives.

:::!nade?uate ::::'$erging

:: 2ro*icient

:;@: 9istinctive

Classroom Environment !AEA" Communication# Integrative Interaction% &T'" .# /%DI'P" Res ect# Res onsi0ilit1# Colla0oration+ (reated children with respect, caring, war$th. !denti*ied appropriate e+pectations *or children3s per*or$ance and #ehavior, $aking adaptations when necessary. 9e$onstrated sensitivity to needs o* individual children #y ad/usting e+pectations or $odi*ying lesson. Allowed students to have choices in their learning, as appropriate. .rgani8ed, allocated, and $anaged the resources o* ti$e, space, $aterials and children3s attention to engage students. Created a positive learning cli$ate *or children #y giving appropriate ver#al and nonver#al invitations to children. aw potential pro#le$s and responded. 54)A6 "esponded in an e**ective and ti$ely $anner when pro#le$s occurred. . 54)A6 "ein*orced participation, ver#ally and nonver#ally. Materials were organi8ed #e*ore lesson was taught. Used $edia to enrich learning opportunities. :::!nade?uate ::: '$erging :: 2ro*icient :;: 9istinctive

Evidence !Candidate and 'tudent+

(his continues to #e a very strong area in your skill develop$ent. 7our respect*ul, dispositions and e+cite$ent in the learning that co$es through on your *ace and in your voice engender the sa$e e+cite$ent a#out the learning in your students so that ! have yet to o#serve your a#ility to proactively and e**ectively respond to potential pro#le$s #ecause there haven3t #een any pro#le$s in either o* your o#servations, in spite o* having students very actively involved in learning activities. (here was a ti$e when you wanted students3 attention you $ade the re?uest 5all attention on $e please and students responded i$$ediately. 7our voice in*lection was strong and co$$anded students3 attention and they responded appropriately.

Instruction !AEA" Conce tuali$ation# Coordination# Diagnosis# Communication# Evidence !Candidate and 'tudent+ Integrative Interaction%&T'" ,#2#-#*%DI'P" Res ect# Communication) 0inked new ideas to *a$iliar ideas and $akes connections to students3 li*e .nce again you had students3 attention *ro$ the *irst ?uestion you asked to open e+periences. the lesson and they continued to give their undivided attention, participating in Arought $ultiple perspectives to the discussion o* su#/ect $atter. the active, hands on, very develop$entally appropriate in?uiry investigation o* how the heart works. (his is a very strong area *or you. '+tended learning and encouraged discussion through the e**ective use o* ?uestions that represent varied levels o* Aloo$s3 (a+ono$y 5knowledge, co$prehension, As you once again identified in the post lesson conference, slowing the pace of application, analysis, synthesis, evaluation6 =ollow1up children3s initial responses the lesson and paying attention to the speed of your speech will allow all with ?uestions that engage critical thinking 5why, why do you think so, how do you students the opportunity to process information they take in. You might consider know, what was your clueB6. counting to five after you ask a question before calling on a student and count to Adapted plans as needed #ased on #ehavior, schedule, and level o* understanding. five again before responding with a follow-up question. It may seem like a long howed awareness o* children3s attention span. time, but it will likely take less than second to count to ! "one, one thousand, 2ro$oted child participation and social interaction. two, one thousand#. Went *ro$ child to child, o**ering support and help, as needed. Co$$unicated clearly and accurately in ver#al and non1ver#al $odes It might also help to allow students to take the lead on some of the discussion, including strategies like turn $ talk, and %&' will allow you to take other roles Cave clear directions and cues. in the learning process. And it is my considered opinion that few students will be Used positive encourage$ent e**ectively. ED FORM 715 Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U. ., !nternational 0210 ED and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

 poke with interest a#out topic o* lesson. Used independent work ti$e to interact with children 1%1 in a positive way. Chose appropriate teaching strategies, learning e+periences, and $aterials to achieve instructional purposes and to $eet student needs. trategies $ay include #ut are not li$ited to% ensory 'ngage$ent, 'nviron$ental Cues, (ask Analysis, ca**olding, Cuided 2ractice, !nvitations, Aehavior "e*lections, 2araphrase, "e*lections, Modeling, '**ective 2raise, (elling, '+plaining, 9o1!t ignals, Challenges, and -uestioning. Modeled throughout lesson 5how letters are *or$ed and sound, how nu$erals are *or$ed, sounding out words6.

able to talk at your pace.

:::!nade?uate ::: '$erging

2ro*icient

:;: 9istinctive Evidence !Candidate and 'tudent+

7ou use paraphrase and *ollow1up ?uestions throughout the lesson, along with speci*ic co$pli$ents 5that3s aweso$e, it3s *un to go outside...6, to provide ongoing *eed#ack to students and keep the$ *ocused on the process o* learning, $uch $ore than *or the *irst o#servation. Additionally i$proved was the align$ent #etween the o#/ectives and the assess$ent.

Assessment !AEA" Diagnosis# Integrative Interaction%&T'" *#3% DI'P" Colla0oration+ 2rovides *eed#ack to learners 5oral and)or written6. =ocuses the students3 attention on the process o* learning rather than /ust getting the correct answer or *inishing an activity. Assess$ent relates directly to o#/ectives. Used assess$ent and *eed#ack strategies to involve students in sel*1 assess$ent activities and to help the$ #eco$e aware o* their strengths and needs. Assess$ent was well chosen *or lesson content. Uses in*or$ation *ro$ lesson and assess$ent in planning o* *uture lessons. "e*lects on own per*or$ance in relation to student learning and W! teacher standards.

:::!nade?uate :::: '$erging

:;@: 2ro*icient

::: 9istinctive Evidence !Candidate and 'tudent+

7ou continued to $eet pro*essional responsi#ilities, *ully participate in class, developed a very positive relationship with your C( and participate in and respond positively to *eed#ack.

Professional Res onsi0ilities !AEA" Diagnosis# Integrative Interaction% &T'" 3#(4%DI'P" Res onsi0ilit1# Reflection# Colla0oration+
!n*or$ation *ro$ cooperating teacher was used as part o* planning process. 'valuated the e**ect o* class activities on #oth individuals and the class as a whole, collecting in*or$ation through o#servation o* classroo$ interactions, ?uestioning, and analysis o* student work and re*lected on this in sel* assess$ent and in discussions. Used classroo$ o#servation and in*or$ation a#out students as sources *or evaluating the outco$es o* teaching and as a #asis *or re*lecting on and revising practice, in discussions and sel* assess$ent. !n rationale, re*lected on choices related to o#/ectives, instruction, and assess$ent.

:::!nade?uate ::::'$erging

:: 2ro*icient

:;: 9istinctive
ED FORM 715 0210 ED

Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U. ., !nternational and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

ADDITIONAL CO55ENT'" !t is clear that capturing students3 attention and keeping the$ engaged in the content o* the lesson is a real strength. 7our support o* students3 thinking throughout the lesson through paraphrasing, su$$ari8ing and repeating their responses likely contri#utes to their engage$ent, learning and understanding. 7our response to the *eed#ack *ro$ the last o#servation lead to i$prove$ent in assess$ent in that you provided speci*ic *eed#ack and *ollowed up on students3 responses, letting the$ know when they were on target, su$$ari8ing their responses. 7our C( also discussed your $any i$prove$ents, and *elt the $ove$ent activities, ?uestions, and the *ocus on voca#ulary were strong co$ponents o* the lesson. .verall 2er*or$ance% :::!nade?uate ::::'$erging :;@: 2ro*icient :: 9istinctive

Copyright May 2010. Alverno College, Milwaukee, Wisconsin All rights reserved under U. ., !nternational and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

ED FORM 715 0210 ED