ALVERN0 COLLEGE

LTM 612 ASSESSMENT FORM

Candidate:_Amber Kordes___ Assessor:_Rita Nawrocki-Chabin___ Advisor:_Rita Nawrocki-Chabin____ Date:10/23/2012__
Grade/Subject:___2nd grade math____________________________ Topic/skill taught:__Grouping (tens and ones)______________
School Cass Street School (MPS)_____________
Observation: (check one)
Completed by: (check one)

_X__ 1st observation

Cooperating teacher:___Ms. Knauser_______________________

___ 2nd observation

___ Cooperating teacher _X__ Education supervisor ___ Candidate

Overall Performance: _____Inadequate

_____Emerging

__X___Proficient

Planning (conceptualization/diagnosis/coordination)
1. Demonstrates content knowledge (1.4)
2. Designs instruction based on assessment of student strengths,
needs, learning styles, and learning differences (3.1, 4.1)
3. Coordinates resources to design effective instruction (9.4)
consults with cooperating teacher
takes the time to plan for student engagement by
investigating student needs and developmental levels
(Bandura)
uses print, audio-visual, and computer technology
4. Plans motivational instruction/begins differentiation by
relating lessons to student interests, provides student choice,
questioning, and investigation (1.1, 5.2)

Performance

___ Other (specify) ________________

_____Distinctive

Comments
Your lesson with aligned standards, question, objectives, and
assessment demonstrate your preparedness as well as content
grounding.
The lesson accommodates visual, auditory, and kinesthetic learners.
How might you strategize for group work when, in all probability,
some groups with work slower/faster than others?
You work with your cooperating teacher to continue the curricular
development in math.
Students need practice in understanding and applying grouping.
You use the board, manipulatives, and a worksheet in planning for
this lesson.

The opening use of class groupings serves as a fine context for the
lesson. Although there is no built in choice for students in the lesson,
they are free to ask questions and use the manipulatives in their
understanding of groupings of 10. Wonder if students can name the
number problems so they might visualize that the grouping looks
like, e.g., 14 = 14 apples.
_____Inadequate _____ Emerging___X__Proficient _____Distinctive

Inviting (communication/integrative interaction)

1. Contributes to a welcoming learning community
(learns student names, talks with students before and after
the lesson) (3.8)
greets students before instruction begins
2. Recognizes the importance of verbal and nonverbal
communication in projecting a pleasant, professionally
engaging demeanor while interacting with the cooperating
teacher and students (effective use of inflection, volume, eye
contact, gestures, facial expression, body positioning,
movement in the classroom) (6.4)
affective demeanor creates and maintains an inviting
teaching and learning environment (Purkey & Novak)

You insist that students raise their hands in order to offer answers to
your questions. You also put your finger to your lips to signal quiet
and attention in class. Both are effective.
Students are pleased to have you as their teacher today. As you look
at the tape, notice that you project a professional demeanor but dont
smile very much. I know you are a bit nervous, and I suspect with
more opportunities, you will show students your joy in learning and
facilitating their learning with occasional positive facial expressions.
You use the clapping strategy three times to draw the class back on
task.
You apologize to students that not everyone couldnt have a turn at
each job but note that perhaps at another time they can.

Performance

_____Inadequate _____ Emerging___X__Proficient _____Distinctive

Teaching (communication/diagnosis/integrative interaction)

1. Sets context for the lesson (5.1)
2. Demonstrates enthusiasm for teaching and learning (1.3)
maintains student engagement
3. Models and supports active listening, interactive discussion,
and thoughtful response in reading, writing, and other media
(2.3, 6.1, 6.2)
4. Uses different types of explanation, levels of questioning and
discussion to challenge and support student thinking (3.2,
6.3)
asks a range of questions (Bloom)
5. Manages resources of time, space, activities, and attention to
engage students productively (5.3)
incorporates at least two different instructional
strategies (Gardner)

Strive to set context for the lesson (key word, activities in which
students will participate)
You use effective questions to engage students in an initial discussion
of grouping: Who knows what grouping means? Who can add to that
definition? If we were to organize our class, how can we good it?
Whats another idea to group them? I applaud the use of
contextually grounding the examples in classroom life.
Next, you explore grouping in numbers, and a student responds with
10 and 9 (19 students).
You have a student gather 10 students of her choosing and rope them
together and ask, How many groups of ten do I have? Then the
remaining students come to the front and you ask, do we have
another group of 10?
Next, you review the grouping of 10 and the remaining 8.
Following this, you tell students thats todays work will work with
involve groups of three working to identify groups of ten. You explain
the role of each group member, write the role name on the board. You

ask students about the function of the roles. You review the roles
with students within the context of an example. You have prepared
the group work well.
You scaffold instruction (whole class example [logical, interpersonal,
kinesthetic], board example, and then small group level. Individually,
you recommend that a student use a number line if needed to
determine 11 take away 10).
You begin to lose the students during the 14 problem. Your voice
ascends in order for all students to hear you. Better to bring the
students back on task rather than proceed with only half of them on
tack.
Because each group completes its grouping at different times,
consider working individually with groups rather than a whole class.
If you insist on really quiet voices, you should be able to move
quickly about the classroom and assist/check groups as they work.
Those that work quickly and well can move on to other problems
while those working more slowly can complete at their own place.
Whole class work resumes while considering how larger numbers
(72) can be separated into tens and ones. Additionally, you pose even
more challenging thinks by having students grapple with which is
larger 8 ones or 2 tens. You continue to ask good questions to probe
student thinking: How do you know the 2 tens are larger? Students
respond both orally and in writing.
Performance

_____Inadequate ___X__ Emerging___X__Proficient _____Distinctive

Assessing (diagnosis/integrative interaction)

1. Uses appropriate informal and formal assessment strategies
that link to lesson objectives (8.1)
2. provides specific feedback to learners and involves them in
self assessment (8.3)
affirms student participation/work with feedback such as
yes, thank you, I notice, I understand-- among others
3. Reflects on the impact of the lesson on student learning,
modifying the plan and instruction when appropriate (8.5)
4. Reflects on own performance in relation to Alverno
education abilities and WI teacher standards (8.5, 9.2, 9.3)

Good job is a frequent term you use for feedback.

I appreciate the times you build in peer assessment. For example,
when a student circles the 10 beads on the board you ask the class,
Is he right? Such assessment continues with final board work on
larger numbers (72, 64).
I applaud your self assessment; you are eager to receive feedback so
that you can improve practice and serve students to the best of your
ability.
You demonstrate an initial grounding in the abilities and standards.

Performance

_____Inadequate _____ Emerging___X__Proficient _____Distinctive

Analysis of overall performance including dispositions:

A well conceptualized lesson demonstrates your commitment to what and how students learn. As you move forward, think about how
planning for small group work might include some differentiation.

Observation Reflection
How would you describe your IQ (Invitational Quotient) in
preparing for and facilitating this lesson?
What classroom management strategies did you employ in
facilitating this lesson?
What two Wisconsin Teacher Standards were most evident in this
lesson?
What two education abilities stand out in this lesson?
What teacher dispositions drive this lesson and your relationship
with your cooperating teacher and students?