ED 215R Self-Assessment

Effective Application of the Abilities, Processes and Concepts

delineated in the Conceptual Framework for Teacher Education

Scoring Guide/Feedback
Alyssa Toetz
Lesson 2
1
Emerging

2
Proficient
The self-assessment is
thoroughly and
thoughtfully
completed, providing
solid examples to
support analysis. You
clearly identified the
range of students in
your classroom by
grade level. How
does this translate
into levels of
development?
(Emergent, early, etc.)
How does this apply
to the group of
students in this
strategy group?
The self-assessment
clearly reflects
accurate
understanding of
course content,
including theoretical
models, addressed in
ED 225 or ED 325.
The self-assessment is
an honest and indepth analysis of your
teaching in relation to
student performance
and the theory.

3
Distinctive
You show a strong
understanding of
scaffolding in your
discussion of your
planning and
preparation and in
your analysis of your
instruction. You also
clearly express the
relationship among
the theory, student
learning and your
practice.

The self-assessment
includes a detailed
analysis of your
teaching performance
in relation to a WTS
and an AEA. Accurate
understanding of the
WTS and AEA is
clearly evident.
The self-assessment
meets L3 Writing
Criteria.
Alyssa,
This is a strong self-assessment. You clearly see the value of thorough
planning that is guided by theory in relation to student learning and
your own practice. As stated above, you show a solid understanding of
the scaffolding part of Sociolinguistic Theory. To extend your
understanding of this theory, also think about how your lesson reflects
the other aspects of Vygoskian Theory: the more expert other; the ZPD,
and the role of language in learning, including the use of language to
scaffold through the think aloud.
Also it would be helpful to know a bit more about the learners in this
group. Were they all at the same instructional reading level?
Nice thinking,
Robin
Feedback on video:
You clearly followed the structure of a mini-lesson to begin your lesson
with this strategy group. Your lesson also reflected theory as you
gradually released responsibility to the students starting with you
modeling your thinking of how to use the Table of Contents to answer
questions about a topic. You engaged the children in the thinking
before asking them to apply their learning on texts of their own
choosing. You were confident in what you were teaching the children
and in your procedures. Your prompt asking them to tell you what they
noticed you doing after your model was very effective in monitoring
student learning. You also gave effective feedback to the children as
they shared their thinking with you and to each other. Finally, you
responded very appropriately when you found that one child had a

book that did not contain a Table of Contents. A couple of suggestions

to further strengthen this lesson:
In your model, explain why you thought that particular section of
the book would contain information to answer the question you
had about tornados. (Ask the children to explain this as well
when they share their thinking.)
Think about how you might include a bit more student
participation during the mini-lesson part of the strategy group.
Overall, nice lesson!