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Teacher Planning & Instructional Delivery




How does the Apprentice Teacher use subject knowledge to design activities that promote interest,
participation, and learning for all students?
Demonstrations were a great way to get students thinking about the law of conservation of energy. Used
questioning, had students make predictions and focused their thinking with explanations that used the
deom as a basis for explaining the concept.
How does the Apprentice Teacher demonstrate an awareness of individual student needs and incorporate
specific accommodations to these needs in the lesson plan?

Called on several different students during class to increase student participation, used student volunteers
during each demonstration.

During individual work WO circulates, and has small quiet conversations with students (I had an email
exchange with your mom this week- she loves you, believe it or not)

7th grade students may struggle with an abstract concept like conservation of energy (and confuse it with
the las of conservation of matter) using demonstrations made these abstractions more concrete and gave
students a common experience to use in further conversation.

How does the Apprentice Teacher demonstrate the ability to teach the subject and cognitively engage all
students in significant learning?

Definitely a high amount of engagement in the lesson. In the 2nd demo, even invited students to leave
seats and gather round so everyone could see.

How does the Apprentice Teacher communicate clearly and articulately?

Begins orienting / organizing students in class before bell even rings, Bell ringer question displayed on the
board as students enter. Bell ringer on PPt slide (clear, has routine everyday to begin class)/ effectively uses
visual aids
Gives clear, simple instructions need 1 sheet of paper and a pencil
Uses timers in several parts of the lesson to make students aware of how much time they have in any
How does the Apprentice Teacher use formative assessment techniques to enhance students participation
and learning (evident in lesson planning and classroom instruction)?
Used PEO probe with whole group. Asked students to predict before doing demo, then asked for a few
volunteers to describe what was happening (observe), then asks students to explain why it was happening.
Be careful with this one- when asking students for observations the tendency is to start

How does the Apprentice Teacher demonstrate flexibility and responsiveness to students needs during
Gives a brief quiz to see how much students retained (had a 2 day computer lab since the last instruction on
this unit) before continuing with energy instruction.
Frequent use of probing questions to assess student thinking during the lesson.
Comments for Debriefing & Classroom Management Tips (Try This!):
Every Friday does a peer graded bellringer assessment (with a new system of random check of 3)
Avoid multitasking during any kind of assessment. With students sitting facing each other at these small
tables, I can see lots of opportunities for sneaking quick peeks at a neighbors work so you need to be super
vigilant to make it clear to students that you are seeing them. Also think about how you are positioning
your body-stick to the perimeter of the room whenever possible so you can keep scanning.
For discussion of bellringer, you could have broken up one of the groups of three (one joins a group of 3
and the other 2 join the pair) and you would have had 5 even groups of 4. (I must know how you worked
the timers on the ppt- thats brilliant!)
When you busted Taylor with the book- Madison was sitting there doing math homework right across from
her Whats with Logan- reading his book during the entire discussion- you busted Ryan right across from
him but said nothing to him.
On the swinging bottle demo, Id have students predict what will happen before doing it. Would wait to
show the PPT defn till afterwards as well. Id say, Who remembers the law of conservation of mass? Can
you tell me what that law states? Do you think it works the same way with energy? Lets see if we can find
out? then hook up the bottle, ask students what will happen, then do it. Ask students if they can describe
what happened & why. Can anyone think of a reason why the bottle did not hit his face? Where did the
lost energy go? Did it disappear- can energy just disappear? Is there any oppositional force working on the
bottle that may slow it down...then ask students if they can state a law of energy.
Instead of walking students through the conversions, Id draw the trajectory on the board and pick 3-4
locations on the arc. Ask students: where on the arc is p=100%? Is there any place where K=100%? Could
you label the point where P=K?