Name: Chelsea Zlomke
Class: Team sports
Date: 10/6/20
Time: 8:40-8:55
Look fors:
Teacher Clarity
Learning Intention: Is the
learning intention posted,
meaningfully communicated,
and congruent with the
outcome of the day’s lesson?
Success Criteria: Are the
success criteria posted,
meaningfully communicated,
and congruent with the
learning intention(s) of the
day’s lesson?
Agenda: Is the day’s agenda Posted on stream correctly
posted and meaningfully and communicated
communicated while being
updated throughout the 80
minute class?
Assessment of Learning:
Formative
Interim
Summative
Observations
(notice/wonder)
Posted on stream correctly
and communicated
Posted on stream correctly
and communicated
Teacher is checking success
through the use of note taking
and chat responses- nice!
Teacher’s reflection
I’ve noticed with students
coming in late I give the
learning intentions/success
criteria after the bellwork so
anyone who is a few minutes
late will be here for all
instruction vs repeating it
often. I also am learning
how to integrate repeating
them at pivotal stopping
points so they relate the
work to those learning
intentions/success criteria.
Same as above.
After reflection on my own
classes, learning from our
teacher meetings, and
subbing for another teacher
who has experience
teaching I have really
learned to start utilizing time
and having times so I do not
give too little or too much
time on one specific task.
I want students to take notes
and since I cannot actually
see them take their notes
physically (until they turn it
in) I try and do a
confirmation check to make
sure they are on the right
path and so their peers can
also learn from one another.
My examples may not

Look fors:
Gradual Release of
Responsibility
Focused Instruction:
Preparing students for
learning by establishing
lesson purpose, modeling
strategies and skills, thinking
aloud, and noticing how
students respond.
Guided Instruction:
Strategically using prompts,
cues, and questions to lead
students to new
understanding.
Collaborative Learning:
Allowing students to
consolidate their
understanding through
exploration, problem solving,
discussion, and thinking with
peers.
Independent Learning:
Teacher is observed in this
phase of learning with the
students- 2 students respond
in the chat. What did you see
from the notes they created?
Teacher uses her own
experiences to create
concrete examples for the
students.
resonate as well as their
peers do.
Teacher’s reflection
We are starting our
focused note taking and
some have experience and
others do not. I walked
them through their
templates so they knew
they had choices of note
templates and how to save
them to their computer so
they could edit and add
their information to them.
I like to give real-life
examples to help take the
information and make it
more personable for the
students. When they can
relate they are either more
inclined to give their own
examples and/or they can
remember the information
better. I always encourage
students to participate
both over their mic or in
the chat. (This is where
using my timers is coming
in handy. I utilize my timer
so students realize they
have time to respond.)
This class did not have
any collaborative learning.
If they would have started
talking about stories or
questions it would have
been a great discussion. I
do add in collaboration
boards in some
discussions to allow
students to talk amongst
themselves.
Requiring students to use the
skills and knowledge they’ve
acquired to create authentic
products and ask new
questions.
BE WICOR
Student-Centered
Learning for Each and
Every
Behavior structures and
strategies (learning
environment):
Engagement structures and
strategies:
Writing structures and
strategies:
Use of the chat to get
participation from students
Students are note-
taking/creating
Quickwrite- write in notebook
Teacher’s reflection
We are starting our
focused note taking and
some have experience and
others do not. I walked
them through their
templates so they knew
they had choices of note
templates and how to save
them to their computer so
they could edit and add
their information to them.
They are also used to
having Bell Work at the
beginning of class and will
start on it right away when
posted to the screen. (It is
also in the stream for
reference)
Chat and Mic’s are always
options for students to
interact. I am providing
appropriate time to allow
students to give their insite.
Without this I would not have
learned a great way to
distinguish between
nutrients/nutrition from one
of my other students.
Students have a writing
prompt at the beginning of
class and throughout as a
check in. I encourage them
to give their thoughts in the
chat when they are done.
This allows me to check in
on their knowledge of what
we covered for the day and

Inquiry structures and
strategies :
Collaboration structures and
strategies :
Organization structures and
strategies:
Reading structures and
strategies:
Additional feedback:
Additional reflections:
Guided questions meant to
consolidate knowledge
note-taking/creating
Observations
(notice/wonder)
Chelsea,
So happy to have you on our
staff. You are teaching
students very valuable
lessons and knowledge. I
appreciate how you are
applying your learning of best
practices. It is evident you
have already grown in your
abilities since August. Keep
up the hard work!
provides and open
discussion.
I added guided questions so
the students knew what the
key details were to be taking
notes on. These key details
are also the learning
intentions. Their notes are
confirming the success
criteria.
I enjoy creating these notes.
Not only does it make the
notes more organized and
focused. It helps me with
taking breaks so the
students can do their recap
on the material.
I had no independent
reading, however students
are encouraged to read
along with me, and they also
have the notes to read at
home should they want to
review the material.
Teacher’s reflection
I appreciate all of the work
that has gone into teaching
me how to teach my
students. I also am
appreciative of all the
support with new material to
help us help our students. In
my 9B class I had a student
tell me “That was actually
really interesting, thank you”.
That is what makes
everything worth it!
Each time I teach this class
I learn from the prior class
and either add or take away.
I realize how things could
work more smoothly and
efficiently. Each time and
year I teach this information I
continually reflect so that I
can continually Grow.