ALVERNO COLLEGE

LESSON PLAN and OBSERVATION

ED 321
Candidate: Andrea Bowhall

Check One: 1st Observation X

Cooperating Teacher: Mary E. Staten

Date: March 10, 2014

School: Wedgewood IB Middle School

Number of Students: 34
Grade: 7th

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:

1,7DISP: Respect Responsibility)
Demonstrates knowledge of content and pedagogy
Chooses and creates learning experiences based on appropriate
objectives
Selects services or resources, e.g., media, technology, materials, to
reinforce instruction

____Inadequate

____Emerging

X Proficient

2nd Observation ___

Subject(s): Math
Evidence (Candidate

--Lesson plan included all major components and flowseasy to

follow
--Learning Intention and Success Criteria postedToday we are
learning to find the volume and surface area of any rectangular
prism We are successful if
--Strong content knowledgecalculating measurements (length,
width, height, surface area, and surface area without top, volume
and rectangular prisms. Glad you are having students work in
centimeters. Clearly understands content/concepts as evident by
explaining how to do the surface area, calculating the surface area,
and reviewing the calculations of each container with the class.
--Well prepared for teaching lesson

____Distinctive

Classroom Environment (AEA: Coordination, Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility)
Reinforces a learning community in which individual differences are
respected and in which students work collaboratively and independently
Plans for and delivers motivational instruction by relating lessons to
students interest, providing student choice, questioning and investigation
Organizes, allocates, and manages resources of time, space, activities
and attention to engage students productively
Maximizes the amount of class time spent in learning by creating
expectations and procedures for communication and behavior

Evidence (Candidate and Student)

--Well organizedcontainers and labeled with group number, rulers,

worksheets, calculators.
--Students worked in groups to measure each boxdifferent
students measured and other students checked students
measurement
--Used students names in problems that they can relate too (Elena,
Reynaldo, Kristi) commendable
--Projects voice and has a commanding presence, firm but
approachable and open

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--Very relaxed, comfortable, and confident (Andrea mentioned that

this comes from her experience as soccer leader and need to take
charge)
--Good rapport with studentsjoked a bit (smell of rectangle), help
me out guys, you are working as a grouphelp each other out,
hurrychupa, chupa, go ahead Mr. Donovanacting as the
teacherThank you Mr. Donovan for funny comments student
made
--EncouragingI know you can do thisI have seen you do it with
the blocksthis is easier because it is giving you the numbers.
-- Put students in groups of 5-6 (students appeared to be accustomed
to working in group and moving into groups and back to individual
positions
--Comfortable with noise level and interactive nature of students
--Made sure to call on different students/groups
Routines in place:
--Began class with Math Minutesstudents work on this as enter the
room
--Provides time using a timer for each learning experiencee.g. 2
minutes. (considerproject stop watch/timer on screen for students
to seeringer was not loud enough)
--Eyes up here and claps and Im going to wait!to get
students attentionworks!
--Does not move oncontinue instructions until students are
completely quiet
--Supplies and materials prepared, organized, and accessible to
students, e.g. 7 different sizes of boxes/containers

____Inadequate ____Emerging X Proficient

____Distinctive

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Instruction (AEA: Communication, Coordination, Diagnosis, Integrative

InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility)
Models and supports active listening, interactive discussion and thoughtful
responses in reading, writing and other media
Uses different types of explanation, levels of questioning and discussion
techniques to challenge and support student thinking
Actively engages students in meaningful learning
Adjusts instruction to meet student needs and styles in order to enhance
learning
Varies her/his role in the instructional process in relation to the content
and purposes of instruction
Communicates with sensitivity to cultural and gender differences

Evidence (Candidate and Student)

--Clear, concise directions given, going to find volume and

surface area of 3 containers.
--Used manipulativeplastic container to mimic rectangular prism
--Good to model the way you dide.g. when showing the length of
the container.
--Shows example on screen of findinglength, width, height,
surface area, and surface area without top
--Good example of showing the difference between surface area with
top and w/o topwrapping the container.
--Teacher created materialscommendable!
--Using the separate sheet of paper to do the calculationsgood
ideamore room to show the calculations and bigger.
--Real world examples to apply contentjewelry box, pool in
backyard, gift wrap, student project with cereal box. (Back side you
will use in real-world situation)
Suggestions:
--Asking the support teacher to move around room to check if
students are doing/checking their calculations when you are
reviewing/modeling the problem solving upfront.
--Writing bigger on the worksheet for students in back of room or
students who have vision problem when doing the "with top" and
"without top" examples.
--Want to make sure students understandwhat they are supposed
to do (real world problems--application)may want to walk through
one exampleso may not have to interrupt to come back to it as
large group. Ms. Rian did when asking if asking they would be
solving for volume or surface area. Roomwalls, floor, and ceiling.
Could ask several students to say aloud what they are supposed to
do.
--Varied instructional strategy by having student come up to screen
to do problemI would continue to have students come up and
solve problems.

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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____Inadequate

____ Emerging X Proficient

____Distinctive

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9

Evidence (Candidate and Student)

DISP: Respect, Reflection)

Uses appropriate formal and informal assessment strategies that are
linked to lesson objectives
Monitors the impact of teaching on student learning, modifying plans and
instruction accordingly

____Inadequate

____Emerging

X Proficient

--Assessmentmoving around room constantly to check student

understanding by asking them questionsnot giving the answer.
--Saw students struggle with surface area when no top and pulled
them back together to review this conceptafter 3 rotations of the
containers.
--Thumbs up, down, middle75% of class getting it.
--Moving around saw that everyone was picking volume for number
onestopped class and explained/demonstratedpainting box, not
filling itsurface area
--What percentage of students do you think were getting itthe
real-world application?
--Not sure if the following questions work at assessing if students
actually get it/understand. Consider other strategies, like the thumbs
as you did earlier:
Everyone got that???
You guys understand?

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication, Integrative

InteractionWTS: 10DISP: Collaboration, Communication)
Relates professionally and effectively with the cooperating teacher and
faculty
Dresses professionally and consistently portrays a professional demeanor
Reflects on own performance in relation to Alverno Education Abilities and
WI Teacher Standards

Very good working relationship with Cooperating Teacherco-planning,

support for students during your instruction, elaborating on concepts.
Dressed professionally and professional disposition.
Self-assessment and other field related responsibilities and assignments
completed timely and thoroughly.

____Inadequate

____Emerging

X Proficient

____Distinctive

Summary Statement and Areas to Concentrate on Improving:

:
Andrea,
very well done lesson and teaching! You appeared very comfortable and confident in teaching the lesson and interacting with the students. The time and
effort you put into planning and preparing for this lesson was evident by how well you executed it and how engaged the students were. Areas for improvement are
identified within each of the domains above. Very impressive first lesson for this middle school teaching field placement!
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 712
0210 ED