Beruflich Dokumente
Kultur Dokumente
SUPERVISORS OBSERVATION
OF ED 215 Field Student
Candidate: Amanda Dlugi
Assessor: D Habanek
Date: 5. 3.12
Number of Students: 22
School:
Grade: 9-10
Subject(s): Biology
Evidence (Candidate)
____No Evidence
____Minimal Evidence
____Sufficient Evidence
____Extensive Evidence
Your polite style is great. You show infectious enthusiasm for the topic.
You move around a lot, showing that you are comfortable being among the
students and providing personal encouragement.
You consistently coax responses from students and reinforce anyone who
offers a response with heartfelt appreciation.
You cold-call as well as asking for volunteers. Sometimes you pose the
question first, sometimes you call a name first. This is good practice. You
want all students to be thinking but sometimes you sort of warn a student
that he or she will need to respond. Other times you want to cold call or call
on students whose hands are raised.
Copyright 2009. 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 .
School:
Grade: 9-10
Subject(s): Biology
Great signals: eyes up here, look at me, I need to know youre with me. This
shows that you are watching everyone to see that they are with you and
also gives them the message that you expect them to follow the
conversation and not tune out.
You attempt to use every minute that is available. Pacing is key and you are
figuring out how that works. As you gain more experience in different
classrooms youll find the various techniques that different teachers use to
inform their decisions about pacing.
____No Evidence
____Minimal Evidence
__X__Sufficient Evidence
____Extensive Evidence
You started with DNA, which is the cooperating teachers technique for
helping kids move their thinking into the topic of the day. You moved quickly
into reviewing the response to DNA which moved also provided informal
assessment information about student understanding.
You moved to the presentation of new material. You directed students to
take notes. What processes do you know about that can help kids learn
how to take notes effectively and efficiently?
You handled the attempt at defining immigration with grace and humor. You
gave them a clue to remember the difference between immigration and
emigration.
You ask many why and how questions. This shows your expectation is not
just to learn terms but to also work with the new information and integrate it
into deeper understanding.
You listen to yourself. This is a fine talent. It means that you will hear
yourself and correct any mis-speaks as they occur. This may seem minor
but it is critical.
Copyright 2009. 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 .
School:
Grade: 9-10
Subject(s): Biology
You used the textbook and the SMARTBoard effectively and easily.
You illustrated with diagram on whiteboard. The banana example was an
inspired example. You certainly had their attention.
You integrated skills with graphs into the lesson. This is an example of a
generalizable skill that students will use in many areas.
You continuously checked with students for understanding. You used thumb
signs and looked for nods and other examples of agreement .
It is obvious that you have deep understanding yourself of this material. You
can see how important that is.
____No Evidence
____Minimal Evidence
_X___Sufficient Evidence
____Extensive Evidence
DISP: Reflection)
____No Evidence
____Minimal Evidence
__X__Sufficient Evidence
Consider the real benefit of the DNA to give you info you can use right away
to adjust your lesson.
Consider keeping track of student participation so you can learn about
individual student styles.
You should be aware of how they will demonstrate mastery of the information
at the end of the unit. Exit tickets arent formal, neither are worksheets,
especially when they do worksheets together and check responses in whole
group.
____Extensive Evidence
Copyright 2009. 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 .
____No Evidence
____Minimal Evidence
__X__Sufficient Evidence
You demonstrate responsibility, timeliness and respect for yourself and those
you work with.
Mr. Sover is very impressed with your teaching at this early stage. He is
happy to share his classroom with you.
____Extensive Evidence
Copyright 2009. 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 .
Additional Comments: You have a natural enthusiasm that draws students into the learning process. Keep working on pacing and assessment.
Successful Performance: __X__Yes ____No
Copyright 2009. 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 .
Copyright 2009. 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 .