Cooperating Teacher Feedback

To be completed for at least two lessons.

Date: 10/22/13
Topic/sb!ect of lesson: "iterac# $ %cience/&mpkins
&lease comment on the areas below that are rele'ant to this lesson.
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"esson ob!ecti'es and their appropriateness for this grop of children
Teaching strategies and their appropriateness for this grop of children
,eadiness of materials
*n -ellie.s planning/ * saw se'eral de'elopmentall# strategies planned:
1. -ellie sed appropriate 'ocablar# with stdents.
2. -ellie sed a finger pla# to get their attention and wiggles ot.
3. -ellie sed appropriate 0estions and generated backgrond knowledge abot the pmpkin life c#cle.
1. -ellie sed a trn and talk to generate ideas.
2. -ellie had her book marked ahead of time with post3its which helped with organi4ation of her 0estions.
(ll of these items inclded in her plans are de'elopmentall# appropriate for kindergarten stdents.
*)%T,5CT*6)
(bilit# to model and spport acti'e listening/ interacti'e discssions/ and meaningfl learning
(bilit# to ad!st instrction to meet stdents. needs
(wareness of cltral and gender differences
De'elopmentall# appropriate teaching strategies
(bilit# to e7plain content accratel# and at an appropriate le'el
(bilit# to ask meaningfl 0estions that enhance learning
-ellie began her lesson with a great attention getter of a finger pla#. The finger pla# was repetiti'e which
made it easier for stdents to 0ickl# catch on to and repeat with her. 8er demeanor was gentle and
positi'e with all stdents. -ellie generated backgrond knowledge before starting the lesson b# trning and
talking. %he ga'e ade0ate time for stdents to share ot their thinking then as a whole grop. (s she
began to get read# to read the stor#/ * lo'e how she stated the prpose to stdents of wh# the# were
reading the book. %he ga'e the stdents specific ideas that the# were looking for like how a pmpkin grows
and what a pmpkin needs to grow. This allows stdents to ha'e more of a focs dring the read. -ellie
asked great 0estions and allowed for predictions. 9:hat page do #o think wold come ne7t;< is !st an
e7ample of a 0estion sed. :e had one stdent answer a 0estion abot what she saw and -ellie responded
with 9ok<. * wold like to see #o respond in sch a wa# that #o 'erif# what the stdent said in a more
specific wa# of gi'ing feedback. (lso/ don.t be afraid to allow for a few more trn and talks as this keeps
stdents engaged and able to discss what the# are thinking.
=o had a great closre to the book b# asking stdents what the pmpkin needed to grow. *t connected
'er# well with the prpose that was set for them. There was a misconception that kept reoccrring with the
stdents abot a seed being something that a pmpkin needs to grow. Don.t be afraid to stop and e7plain wh#
a seed is not what a pmpkin needs to grow. =o did a great !ob of discssing the process of how a pmpkin
grows. *t was 'er# thorogh> The onl# added detail that cold ha'e enhanced the stdent.s learning
especiall# m# ?%" stdent is 'isal pictres.
-ellie transitioned the stdents 'er# well to the tables. %he asked one row at a time to go back to their
tables. @st make sre that ne7t time #o gi'e the directions p front of what the# shold do when the# are
done.
* lo'e how the stdents came back to the carpet and read the book together. This wold ha'e been great
to ha'e a bigger 'isal sch as a pocket chart with the print on it in order for all to see #o point clearl# to
each word.
(%%?%%A?)T
5se of appropriate formal and informal assessment strategies
(bilit# to se what is learned in assessments to inform ftre teaching
-ellie did a nice !ob of circlating arond to children to ask them what a pmpkin needs to grow and to
obser'ed how the# were completing their books.
A# onl# sggestion wold be if #o trl# want to know if stdents nderstood what a pmpkin needs to
grow then tr# doing an e7it slip for them to go back and draw the 3 things that it needs.
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Overall, Kellie had a smooth and wonderful pace about her lesson. She took her time and gave specific directions.
Students were transitioned smoothly to their work spots as well as back to the carpet. I appreciate Kellies hard
work in planning this lesson as you can tell students were engaged, focused on the task and understood their
purpose in this activity.