Field instructors feedback on an intern's performance on one day Section A: Observation and evidence Sec.

B
TO (intern): Lauren Brown
Social Studies10:00-10:40 Overall, great lesson! The fish bowl debate was a great idea to engage students, and everyone participated in preparing for the debate. With clearer direction (expectation) about what and how much to write, you can evaluate whether students are meeting the objective or not. Also, we discussed about catching a valuable learning moment (e.g., the immediate response to the given topic) and use that moment to expand students thinking. Started with review of a previous ss lesson. Since kids who weren't speaking did not have to pay attention, it would be good to give a prompt and have each group discuss quickly and come up with one thing to say about smoking in public area. Also, you can bring an article that shows how smoking in a public area is legally banned. In this way, kids will be more engaged in the debate topic and connect to real life. When the uniform debate topic was given, the immediate responses from the kids were no..... You can use that moment to trigger their thinking. Ask them "Why no?" You can expand their ideas so that they can brainstorm as a whole group before writing. You encouraged the kids to write about both yes and no sides. Then when you gave the class 5 more minutes you asked them to think about what the opponents might say and how you would respond to that. Suggestion: Give them a clearer expectation in the beginning of the writing (e.g., Choose a side and think about 2 arguments. Use core democratic values to support your two arguments. If you are done with these things, then think about two counter arguments that can come up from the opposite side). Tapping is a great idea so they are encouraged to participate. However, you can give a direction saying that they have to wait until someone's sentence is done. They want their voices to be heard. With right timing and right encouragement, kids want to say what they want to share in a safe environment. Providing a safe learning environment for the kids to share without worrying about their peers reactions, they can challenge their o wn thinking. Extra suggestion: Maybe explain why you chose fish bowl can motivate students to participate in such debate.

Date: 10-23-13
FROM: Sarah Kim

Relate to

Science : Heat Energy Transfer

Tine: 10:35- 11:05

Since this is the beginning of the unit, I mainly focused on the questions that you asked to the students to connect their previous learning and to check their initial understanding about heat energy and heat energy transfer. How do I get the heat from my stove to heat up my spaghetti sauce for dinner? (How does heat from the stove goes to heat up spaghetti sauce?) Where did you get the question? Good pre-assessment question to ask the children in the beginning of a new unit. You asked... 1. What do we know about heat energy? Their ideas: heat energy from hot sun, friction can make heat energy, electricity (microwave) 2. If sun is too far away, how does the Earth get heated? Their ideas: Earth's core (lava), 3. (Showed a picture of layers of the earth that they learned last year) Can someone explain what they learned last year about the earth? The science teacher helped Q: Why did you choose to have one set for experiment instead of allowing each table to have a set of materials for the experiment? Through asking them questions, you wrote the investigating question for them. Then, the students had to write down their prediction what they think will happen. Then, you wrote the prediction on the journal through a document camera. I wonder if you can have them answer the questions in their own words. (either by individually or group work) You can also talk about it explaining each question and then have them write down the answers. If you do, you need to have a clear expectation about how you want the answers to look like. Making a data table- Instead of showing them what to draw, you may ask them how they would make a data table to show the results.

Math Began the lesson with one minute test- everyone had a different task according to their levels (e.g., division 1,2,3..., decimal 1,2,..) -> This can be considered as a way to differentiate the students depending on their math ability. Presented introduction questions: 1. 5/6 of 30? 2. 3/8 of 40? 3. 20 is what fraction of 60? The questions were relatively hard for many students and the intern was expecting it. You asked the class how they solved #1 1. Converting "of" to x - taught the word "of" means multiplication 2. Drawing 30 beans by 5x6 format and find out 5/6 of 30 beans 3. 30/6x5 Then, when you explained #2, you explained how to solve the question in a different way. 8x ___ = 40 ___x3 = 15 -> I liked how you asked the class to share different ways the students used to solve the given questions. In this way, students will have a chance to share how they solved the questions. Then, you introduced or explained to the whole class using document camera. Students can hear your explanation and also see how different methods are actually being used.

I think the students had the hardest time with #3. As I was monitoring, I heard many students either said or struggled with the last question. Simplified the question: 2 is what fraction of 6 -1/3 -> This is an important strategy that is useful to know for many types of questions. When you explain this, you may want to isolate the simplifying strategy to make sure that students recognize the strategy. Guided Practice - While students are solving math questions individually, the struggling students could go to the table in the back of the classroom to get extra support from the mentor teacher. This is a great team work that you and mentor teacher can do to promote everyones learning. When I was monitoring, I also observed several students who discussed and shared how they solved the problem to their peers. -> This is awesome! Such sharing can be recognized by the teacher and encouraged. You went over several questions the students solved: -What's our whole in this problem? -Coming up with 5/6 of 16- You could go deeper and ask them how they came up with this. -If we have 6 quarters, how much money do we have? $1.50 (You could also explain how to come up with $1.50) My question: What if they don't complete the work they are asked to?

TO (intern): Lauren Brown

Math: Equivalent Fraction

FROM: Sarah Kim

You introduced the topic and went through steps to solve a fraction addition question. 1/4 x 5/5 = 5/20 Steps you explained to solve 2/3 + 3/8 = 1. Common denominator is needed - It was based on the student's response. 2. Listed out multiple of 3 and 8 to find a common number. 3. Figure out what to multiply to each fraction to figure out a new fraction that has a common denominator. Students' engagement and participation - Let's think about the ways to promote students' participation and how to be accountable for their participation. When they were getting their math journals out, it was taking more time than needed (One way you used was to remind them about the stars the good group will get later) Worksheet If I am not giving out rulers, how are we going to figure out fourths, eighths, and etc.? A: By folding it. You gave them individual work time and told them that we are going to discuss what we noticed. The activity of dividing the one whole into different fractions (halves, fourths, thirds, sixths, and eighths) - Many students seemed to be confused. By showing the stripes and pick one stripe to model how you expect them to fold, they may have a better idea about what to do. Had the class line up the stripes on their desks, clean the desk, put away scissors, and rulers were given out.

What other fractions do you also see that is equivalent to 1/2? 1/4? It was a great way to find multiple fractions that are equivalent but look different. I suggest you to talk more about the same equivalent fractions after identifying them. For example, writing them down on the board, pick a pair of equivalent fractions, and explain how they are the same after simplifying it. Struggling students, who wasn't able to answer the question, can see how to simplify fractions. With one stripe, the students made up their own fractions. Several students shared their fractions they created. Everyday Math book- You monitored and answered students' questions. This is a great way you do habitually to check the students' understanding and how each child is doing.

Assessment of Intern Progress Final Consensus Form Evaluate the intern's performance relative to the 8 Teaching Standards listed below on a scale of 1 to 5: Standard 1. Acts as an educated person: Communicates effectively; shows that s/he values learning; promotes both individual responsibility and individual rights; models respect both individual diversity and for community; models knowledge of American government and economics; models global perspectives. 5 Exceeds Expectations Standard 2. Teaches elementary subject matters: Researches and validly teaches subject matter through short-range and long-range planning; connects subject matter to the world beyond school; promotes critical and higher order thinking; promotes independent learning and problem solving; engages students in inquiry and promotes curiosity; models and coaches analysis, synthesis, evaluation of ideas, skills and information. 4 Meets Expectations Standard 3. Works with students as individuals: Respects, cares for, and communicates with all students, and holds high expectations; adapts the curriculum to them, setting measurable goals; employs multiple strategies for teaching them; motivates and engages all students; includes, accommodates, and differentiates instruction; assesses and adjusts instruction to serve individuals. 5 Exceeds Expectations Standard 4: Organizes and manages a class: Organizes and introduces rules and routines; uses a range of participation structures; promotes shared values and expectations for learning; teaches students how to participate; responds to student inattention and misbehavior; assesses class interaction and adjusts the organization as needed. 4 Meets Expectations

Standard 5. Uses an equipped classroom: Designs the classroom for safety and learning: uses multiple modes and media for instruction: uses information technology for instruction and assessment: teaches students to take care of the room; assesses activity and adapts the room to support students and promote learning. 5 Exceeds Expectations Standard 6. Joins a faculty and school: Attends to school policies; works with other teachers and administrators as needed; participates in school assessment, evaluation, and grading processes; participates in formal and informal professional learning for and by teachers. 5 Exceeds Expectations Standard 7. Engages families and community: Communicates with parents and guardians about students' activity and learning; recognizes and responds to diverse family structures; uses community history, issues, and resources in teaching; recognizes patterns of evidence that indicate threats to students' welfare; advocates for students’ interests. 4 Meets Expectations Standard 8. Teaches deliberately and learns from experience: Understands and accepts a teacher's responsibilities; employs a thoughtful and informed philosophy of teaching; exhibits a teacher's thoughtful and professional manner; exercises good judgment in planning and teaching; habitually reflects on and makes use of feedback to improve teaching; deliberately draws upon professional education as a resource; uses assessments, feedback, and continuing education to improve performance. 5 Exceeds Expectations

Intern is making progress towards the achievement of the MSU Teacher Preparation Program Standards? Yes The intern's grade at this point is? Pass AOP Conference Comments: Standard 1: She is clear and up to date on teaching practices. She applies strategies and teaching methods she learned from MSU teacher preparation program such as math talk, science (e.g., probing questions), and teaching different ways to get information out of the kids Standard 2: During her lead teaching, she had a chance to teach all subject areas which helped to have a full experience as a classroom teacher. She brings the students to the center of the learning process by encouraging student responsibility and active participation. She often asks students what they think first rather than giving an answer. She also engages students in critical and higher order thinking by asking higher order thinking questions and having class discussions. Standard 3: She has high expectations and uses multiple teaching strategies such as scaffolding, providing examples and

manipulative. She always challenges her students for a deeper level of thinking and reasoning using appropriate question strategies and activities. For example, she often encourages the students to think of different ways for problem solving and to discuss their reasoning with peers as they work on the mathematics. Standard 4: She follows the rules that were set for the class. She also follows through consequences (e.g., taking out some of the recess time) Her mentor teacher advised her not to pick small things out of the students since its almost impossible for teachers to control all things. She wisely chooses which behavior or child she is going to pay attention to remind the class about the classroom rules and expectations. Standard 5: She is excellent at using the resources that are available in the classroom. For example, she always uses smart board, white board, and document camera to enhance students learning. She also uses manipulative for math. If there is something that does not work, she quickly adjust instruction and activity to serve individual childs needs and wants. Standard 6: She continues to attend all staff meetings. She has been helping with intervention program. For example, she worked with the mentor teacher to provide a chance for the class to practice comprehension and fluency for reading by using pals reading strategy. She also has been reading a book about reading intervention to learn more about strategies she can use in the classroom. Standard 7: She has been helping with the Spring parent teacher conference. She is now a part of newsletters that are being sent to the parents to read. She writes social studies and science part of the newsletter to inform the parents about what the students are learning in the class. Regarding reflection, she uses informal assessments throughout each day to reflect on the effectiveness of her lessons. Standard 8: According to her mentor teacher, she is very professional and well planned to teach. She always has materials ready to teach. She said that she observes how students react to a lesson and use that information for planning the next lesson.