Instructor Assessment for Contemporary Educational Issues Presentation – May 20, 2020

Not Meeting

Meeting

Exceeding
Group members: #3- Building Student Self-Esteem in Elementary
School Classrooms

Alexe Bara
Jaydalyn Forth

Expectations

Expectations
Chandni Paul
Tianna Read
Plans effectively for instruction X
Organizes instruction effectively X
Provides clear and direct instruction X
Engages peers in effective learning using appropriate instructional X
approaches
Communicates verbally effectively (tone, volume, expressiveness, X
grammar, language)
Communicates non-verbally effectively (gestures, expressions, eye X
contact, congruence between verbal and non-verbal communication)
Writes effectively during instruction (handwriting, spelling, Not Observed
punctuation, grammar, syntax, word choice)
Monitors and responds appropriately to peers’ questions and X
behavior during instruction
Self-assesses the effectiveness of own/group teaching See Comments Below
Provide a handout summary including a minimum of 5 appropriately X
referenced research sources
Presentation reflects critical and analytical thinking skills X
Demonstrates confidence, composure and poise, X
Communicates planning in writing effectively (handwriting, spelling, Not Observed
punctuation, grammar, syntax, and word choice)
Presentation Feedback: Think about:
*introduced speakers and topic initially which helps to establish rapport with *segue to next speaker, perhaps by indicating what they
students; defining self-esteem at the outset helped to establish a common will talk about next, instead of simply cuing slide.
understanding as the basis for your presentation * if using a Power Point, consider providing class with a
*presentation was well organized; information was presented in a logical order blank ‘notes view’ of your presentation that they can use
* presenters were comfortable with their content; cued slides between speakers to jot down notes as you elaborate on your slides; this is
and topics so presentation generally flowed well especially effective when you slides include key
*while volume and tone were generally appropriate there was some information only
inconsistency in the presentation skills of the various team members (e.g. some *when using the ‘pointer feature’ try and orally alert
speakers were louder, clearer, more fluent and had more presence than others) students to the fact that you are using it; this is likely
(noted below if relevant to a specific speaker) more important in an on-line format as it is harder to see
*PP was well prepared; slides incorporated an array of text & graphics on the smaller computer screen
including pictures, charts, etc.; font size and colour could be easily read; ** it appears as if you will be doing more of your course
presentation used a cohesive format; generally appropriate amount of work through on-line courses; as you move forward and
information on each slide, with speakers comfortably adding more details prepare for face to face interaction with students, try to
orally; used ‘pointer feature’ to highlight data on slide think of ways to actively engage your students, rather
*presentation had a research base; professional resources were referenced than doing an entire ‘direct instruction’ style presentation
throughout; (e.g. can you pose questions, ask for input, find out what
*handled the technology glitches well; all team members knew content well prior knowledge students have; engage students in an on
enough through practice to fill in for missing speaker; thanks Aaron for screen survey, etc.)
sharing your more detailed notes to distribute to students
Self-Assessment Feedback: Generally good. concise and factual observation. Remember to leave out any comments or suggestions on what to
improve and save them for your reflection. (e.g. “We could have provided an expanded exploration of the definition.”) In your analysis, you
were quite accurate in noting which elements of your presentation went well and which did not. While the technology/power glitch was totally
out of your control, anticipate what you might do if something similar were to happen again. (technology often goes down in schools!) Good
reflection around the need to find strategies for making the presentation more interactive as it is the ability to interact with the material in some
way, that really increases student engagement. When identifying strategies for improvement, you need to be more specific. Pair a very specific
strategy with each of your goals so that when you next work on a group presentation, you know exactly what you will do differently. (e.g. instead
of “We could have chosen and gotten our topic approved earlier”, set a plan such as,” I will personally take the initiative to contact other team
members within 2 days of receiving the assignment and schedule our first team meeting to provide more time for research and organizing.” “ I
will begin researching strategies for active student engagement in on-line learning activities and make note cards with 5 different strategies by
the end of June.” The more specific your goals and strategies, the more likely you are to commit to them and achieve your goals.