Instructor Assessment for Microteaching Presentation
Name: Chandni Paul
ExpectationsNot Meeting
Plans effectively for instruction
Provides effectively written lesson plan
Organizes instruction effectively
Provides clear direction and instruction
Engages peers in effective learning using
appropriate instructional approaches
Communicates verbally effectively (tone, volume,
expressiveness, grammar, language, etc.)
Communicates non-verbally effectively (gestures,
expressions, eye contact congruence)
Self-assess the effectiveness of own teaching
Demonstrates confidence, composure, and poise
Comments: time: 10:04 I enjoyed your lesson. It is always surprising to me how many adults
use these homophones inappropriately and just assume the computer grammar check will pick
up the errors for them.
3 STARS
Confident in your presentation. Your volume,
tone and language were appropriate
throughout your lesson, your eye contact was
consistent, and you used gestures that were
congruent with what you were saying. It was
very effective when you posted the relevant
words and sentences on the screen over the
picture and then pointed to them. This is a
positive strategy for all students but
especially important for those who are visual
learners.
Used two distinct learning methodologies.
You began with a segment of direct
instruction in which you clearly established
your learning goal, connected the learner to
the importance of the learning and then
provided the basic knowledge about the
homophones their, there and they’re. Your
instruction was clear, easy to follow and
sequential. The tips you gave to help students
determine if they are using the appropriate
word are often the thing that students
remember. You clearly connected your
learning activity to the Program of Studies
learning outcomes at the grade 2 level.
You followed your direct instruction segment
ExpectationsExceeding
Meeting
Expectations
X
X
X
X
X
X
X
X
2 WISHES
As you are teaching, think about including
some additional visuals that might support
your visual learners with a more graphic
display of your examples. For example, could
you stand up and model the physical
movement of moving “there” or show a
recording of movement? Having the correct
word visible along with some images would
support the learner. In a classroom you would
likely have access to a SMART board you
could use to do this. Even a still picture would
support your learners.
Think of ways to support young learners by
moving from the most concrete, to the most
abstract in a sequential way. For example, you
could have students physically engage in
activities where you could talk about the 3
homophones before proceeding into pictures
and then the direct instruction. (harder to do in
a recorded format than it will be in a typical
classroom.)
 by one to engage the students in more active
learning, much as you would do in a typical
classroom and the way you presented it made
it effective, even with students in an on-line
format. By presenting the sentence, allowing
some wait time and then providing the correct
response both verbally and visually you
provided a strong opportunity for students to
practice the skill you taught.
Good idea to provide a follow up print
activity to allow for further practice and skill
development. It was useful to provide the
references you used although this might not
be something that grade 2 students would be
interested in unless you had the dictionary
itself and used this as an opportunity to teach
them a little about dictionary uses.

Self Assessment
2 STARS 1 WISH
A much better grasp of what is required in the You are using a good strategy of viewing
observation section of your self-assessment. videos of online teaching activities to help you
It is factual and has no judgmental or see and understand how teachers present
evaluative words. It is a concise description information to elementary aged students. Can
of both the process and the content of what you think of a way that you could get a bit of
you did during your lesson on the practice once this course is finished? (for
homophones their, there and they’re. Big example, do you know any children that you
improvement from your previous observation could work with using a platform like Zoom
sections of your reflections. (use the free one). You could start just by
reading a story and asking questions and then
work up to something more with some fun
In your analysis, you did a good job of craft activities that they could do along with
identifying the need for an interactive activity you.
(as much as you can online in this kind of
situation with no live audience) and
recognizing that by including this, it really
enhanced your lesson. If you had been doing
this activity through a platform that allowed
for live interaction (e.g. Zoom, Google
classroom), your activity would have been
very effective for engaging your students.
You left an appropriate amount of time
between your question for the student to
practice the skill and then provided
immediate feedback with the response.