ALVERNO COLLEGE

LESSON PLAN and OBSERVATION ED 321

Candidate: Sarah Ward Cooperating Teacher: Christie Thusius School: Whitman Middle School Date: April 5, 2012 Grade: 6th Subject(s): Social Studies Vietnam War

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:

1,7DISP: Respect Responsibility) Demonstrates knowledge of content and pedagogy Chooses and creates learning experiences based on appropriate objectives Selects services or resources, e.g., media, technology, materials, to reinforce instruction

Evidence (Candidate

Great use of technology to support instruction. The video was a short introduction and your Prezi was very visual and helped to set context for the what/who of the Vietnam War. You planned the lesson so that students would be actively engaged able to ask and answer questions throughout.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Classroom Environment (AEA: Coordination, Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility) Reinforces a learning community in which individual differences are respected and in which students work collaboratively and independently Plans for and delivers motivational instruction by relating lessons to students interest, providing student choice, questioning and investigation Organizes, allocates, and manages resources of time, space, activities and attention to engage students productively Maximizes the amount of class time spent in learning by creating expectations and procedures for communication and behavior

Evidence (Candidate and Student)

You welcomed the students, set context for the lesson and made individual connections as you passed out the worksheet. Good use of questions to check for understanding and draw on prior knowledge. One student joined the class late and missed the video you gave him materials so that he could answer questions would there be other ways to help get him caught up/engaged? You moved around the room rather than staying in front with the technology, which is great. Students had to look for you, there was no front of the room.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. 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.

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Instruction (AEA: Communication, Coordination, Diagnosis, Integrative

InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility) Models and supports active listening, interactive discussion and thoughtful responses in reading, writing and other media Uses different types of explanation, levels of questioning and discussion techniques to challenge and support student thinking Actively engages students in meaningful learning Adjusts instruction to meet student needs and styles in order to enhance learning Varies her/his role in the instructional process in relation to the content and purposes of instruction Communicates with sensitivity to cultural and gender differences

Evidence (Candidate and Student) Starting with the Brain Pop video was a great way to help set context for a difficult topic being covered in a short amount of time. Talking through the questions after the video worked very well. You had great questions to help focus their attention and keep them engaged. Lots of students were responding to questions often as a whole group rather than individually. The students asked great questions and you spoke easily on your feet, which demonstrates your knowledge of the content presented. Your role varied throughout the lesson at times you shared information, at other times you asked questions to get the students thinking. You made important connections to the videos. The questions on the videos worksheet were largely knowledge based, with the exception of Do you think having experience in fighting mattered? Given that the information was new, this seemed appropriate. You managed to ask higher level questions during the discussion, which was good.

____Inadequate

____Emerging

__X__Proficient

____Distinctive Evidence (Candidate and Student) Great use of questions to informally assess. The chart will help you get at individual understanding as they were able to write down what they thought the pictures represented. Refer to the summative feedback for more ideas about how to formalize the assessment component of your lesson plan.

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9

DISP: Respect, Reflection) Uses appropriate formal and informal assessment strategies that are linked to lesson objectives Monitors the impact of teaching on student learning, modifying plans and instruction accordingly ____Inadequate ____Emerging __X__Proficient ____Distinctive

Professional Responsibilities (AEA: Communication, Integrative

InteractionWTS: 10DISP: Collaboration, Communication) Relates professionally and effectively with the cooperating teacher and faculty Dresses professionally and consistently portrays a professional demeanor Reflects on own performance in relation to Alverno Education Abilities and WI Teacher Standards

Evidence (Candidate) You were professional in all interactions. The jeans and t-shirt were appropriate given the atmosphere/school environment (faculty vs. student basketball game today). You seem to have a positive relationship with your cooperating teacher. The students look to you as their teacher when they have questions, which is great.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. 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.

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Summary Statement and Areas to Concentrate on Improving: You had a very easy presence in front of the class. You spoke easily on your feet and could answer students questions with ease. Be watchful of all students, regardless of where you are positioned in the room. One student in particular was trying to get your attention but was behind you. As you move throughout the room, consider the perimeter so that you can monitor all students these students were great and remained focused but another group may take advantage of the fact that you cant see them when they are behind you. The use of technology was great! The pictures, maps, and diagrams were easy to see from the back of the room and really helped the students to visualize what happened during the war, from both the American and Viet Cong viewpoints. When you prepare for assessment, be sure to indicate what you will be looking for when students submit their worksheets. The assessment isnt that they filled out the worksheet you want to be clear what you will consider successful what will help you to determine if the objectives were met? Are you looking for accuracy of their answers? To help you with this, look back at your objective. You want students to analyze pictures, maps, and videos. Your assessment then should include that students are able to accurately analyze the visuals presented. If you ask and answer the questions as a group, are you able to get at individual understanding? What about those students who just copy down what was said? Is there another strategy you could use to check on what individual students learned from your lesson? An exit card might work well as part of your closure you could have students write down 1-3 things they learned about the Vietnam War. You collect the cards and can quickly check for individual understanding. This was a well planned and well executed lesson. Teaching the day before spring break is no easy task but you made sure the lesson was engaging and students remained focused and on task throughout. Great job.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. 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.

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