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ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate: Sarah Fadness

Check One: 1st Observation _X_

Supervisor: Nancy Athanasiou

Date: 3/17/16

Cooperating Teacher: Robyn Miceli

Number of Students:

School: Whittier

Grade: 5th

Subject(s): Math

Planning and Preparation (AEA: Conceptualization/Diagnosis


WTS: 1, 7DISP: Respect, Responsibility)
Uses teaching resources and curriculum materials that are appropriate in
representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Links new ideas to familiar ideas and makes connections to students
experiences.
Provides opportunities for active engagement, manipulation and testing of
ideas and materials.
Knows how to enhance learning through the use of a variety of materials.
Values flexibility in the teaching process by monitoring and adjusting plans
and adapting instruction when necessary and appropriate.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Varies his or her role in the instructional process in relation to the content
and purposes of instruction.
Plans motivational instruction by relating lessons to students personal
interest.

Seeks to find ways to meet the needs of diverse learners.


____Inadequate

__x (lesson plan)__Emerging

2nd Observation ___

Evidence (Candidate)

You begin with a review of yesterdays lesson. You have a problem


on the board that you want students to solve. Would it be helpful to
have students share what they remember from yesterdays lesson
before beginning as a way to activate prior knowledge (and quickly
checking for understanding)? Using the Starbursts as manipulatives
was engaging once they solved the problem (how many in each
bag), they could see the results. The purpose was to help them
better understand which operation to use when solving problems by
asking, what makes more sense? Your plan does not include this
activity, nor does it include the worksheet that would have students
choose the correct operation. Both of these pieces are what allow
students to meet the objectives, but only the Bingo game is
included as a procedure. Why? Your preparation for this lesson and
the implementation were proficient, your lesson plan needs
additional work to better reflect what students would do to meet the
objectives.

__x (preparation and implementation)__Proficient

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.

____Distinctive

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Classroom Environment (AEA: Coordination/Integrative Interaction


WTS: 2,3,5DISP: Respect, Responsibility )
Shows respect for the diverse talents of all learners.
Uses knowledge about human motivation and behavior to develop
strategies for organizing and supporting individual and group work.
Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space, activities
and attention to engage students in productive tasks.
Knows how to help students work productively and cooperatively with
each other.
Uses strategies of effective classroom management to promote positive
relationships, cooperation, and purposeful learning in the classroom.

Respects students as individuals with differing personal and family


background and various skills, talents and interests.
____Inadequate

____Emerging

__x__Proficient

Evidence (Candidate and Student)

Knowing that students were struggling with selecting the appropriate


operation, you provided them with a problem (dividing a bag of
Starbursts) and had them practice solving with multiplication and
division. Its a problem they could easily understand, making the
solutions easier to identify as right or wrong. You have a welcoming
presence and students respond positively to your instruction. To
regroup everyone, you raise your hand and wait for everyone to
raise theirs this seemed to work well with this group. Thumbs up
was also a good strategy as it allowed the lesson to progress as
quickly as was appropriate.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,


Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)
Uses different representations and explanations of concepts when
necessary to accommodate students who approach learning from different
conceptual frameworks.
Uses teaching approaches that address different learning styles and
performance modes.
Uses instructional strategies that promote student learning for a range of
student abilities.
Encourages discussion.
Elicits samples of student thinking orally and in writing.
Values the development of students critical thinking, independent
problem-solving, and performance capabilities by using varied teaching
and learning strategies to engage students in active learning.
Modifies explanations when necessary to assist students understanding.
Organizes, prepares students for, and monitors independent and group
work.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas and
information.
Supports learner expression in speaking and writing, and other media.

Knows how to ask questions and stimulate discussion in different ways.


____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

You do a nice job of encouraging participation. You have a mix of


large group and individual work so that students can learn from
each other, and practice on their own. While they work, you move
around the room to offer assistance you put yourself at their level
to make conversations more personal/private, which is important.
You have students clarify their answers, and then bring them back
to does it make sense as a way to help them select the
appropriate operation. The Bingo game was a nice way for students
to review the concepts. It might have been helpful to have directions
somewhere (on the card, on a chart, etc.) so that students would
know to simplify their answers, thumbs up when ready, etc.). Could
a student demonstrate how he/she solved the problem? The
worksheet brought the lesson full circle, back to does the
operation/solution make sense?

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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Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9

Evidence (Candidate and Student)

DISP: Collaboration, Communication)


Knows how to select and construct assessment strategies and
instruments.
Uses appropriate assessment techniques to enhance his or her
knowledge of learners, evaluate students progress and performances,
and modify teaching and learning strategies.
Solicits and uses information about students experiences, learning
behavior, needs and progress from cooperating teachers and the students
themselves.
Evaluates the effect of class activities on both individuals and the class as
a whole, collecting information through observation of classroom
interactions, questioning, and analysis of student work.

Uses classroom observation and information about students as sources


for evaluating the outcomes of teaching and as a basis for reflecting on
and revising practice.
____Inadequate

____Emerging

__x__Proficient

You use questions to check for understanding. In this lesson, you


were building off of information gathered the day before. You saw
that they were uncertain when to use a particular operation, so you
revised this lesson to better reinforce the concepts. You had
students solve problems individually so that you could gauge
understanding and used thumbs up to do a quick check. The
worksheet will give you additional information as to whether or not
students understand when to use particular operations. The Bingo
game allowed you to see if students could solve given problems
accurately.

____Distinctive

Professional Responsibilities (AEA: Communication/Integrative

Evidence (Candidate)

Interaction WTS: 10DISP: Responsibility, Collaboration,


Communication)
Relates professionally and effectively with the cooperating teacher and
faculty.
Dresses professionally and consistently portrays a professional demeanor.
Is enthusiastic about teaching.

Seeks out the cooperating teacher to support his/her development as a


learner and a teacher.
____Inadequate

____Emerging

__x__Proficient

You were dressed professionally and conducted yourself in an appropriate


manner throughout the lesson. Your self assessment indicates a positive
relationship with your CT, as does her feedback.

____Distinctive

Summary Statement: Your introductory activity with the Starbursts reinforced the idea of when to select a particular operation (what makes most sense),
which was your objective. The Bingo game gave them practice solving problems, but didnt get at when to use a multiplication or division. According to the
assessment section of your plan, students would work in stations, one station would have a worksheet that would have them choose the operation. That,
however, was not listed as a procedure in your plan, only the Bingo game was included. You want to be sure that your plan includes all the necessary
components and that your procedures will allow students to meet the objectives. The students were actively engaged throughout the lesson, even asking for more
problems to solve! You did a nice job of always asking students to share their process, not just the answer. This helps you (and other students) understand how
the problem was solved.

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.

ED FORM 711
0210 ED

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