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Candidate Self-Reflection Form

ObservationDetails
Candidate:

LeannaThomas

Site:

Date:

11/17

Time(start/end):

ContentTopic/
LessonObjective:
TypeofObservation:

Announced
X

BelchertownHighSchool
7:458:29

Studio3(&Honors):FauvistMasks
Objective:StudentswillcreateFauvistinspiredmasksusingclayandacrylics,toexplore
thisstyleofartinathreedimensionalcontext.
Observedby:

Unannounced
SupervisingPractitioner
ProgramSupervisor

X
X

ReflectionPrompt
:Whatdoyouthinkwentparticularlywell?Howdidthisstrengthimpactyourstudents
learning?
Icreatedastrongatmosphereofdiscussionamongstthestudents.Iallowedthemtodomostofthetalkingabout
theirobservations,thoughts,andreactionstothefauvismstyle.Ithenreiteratedtheimportantaspectsofthecontent,
butoverallallowedthemtodiscoveritindependently,insmallgroups,andasaclass.Thiskeptthemengagedand
focusedonthematerial,aswellasempoweringthemtothinkandanalyzetheartontheirown.

ReflectionPrompt
:
Ifyoucouldteachthislessonagain,isthereanythingyouwoulddodifferently?Howwould
thishaveimpactedyourstudentslearning?
IfIwastoteachthislessonagainIwouldtouchuponthenamesofthefauvistartists.Iwouldalsopullupmore
examplesofthetraditionfauvistartworkbeforedivingintothecontemporaryartists.Icouldalsopreparealarger
varietyofquestionsformyselftopullfrominordertoimprovethediscussionsandmyconfidenceinleadingthem.

Essential Element

Evidence:
Where possible, provide one piece of evidence that
you believe demonstrates your performance relative to the
quality, consistency or scope of each element.

1.A.4: Well-Structured Lessons

Detailed powerpoint with timers, ideas, videos, and prompting questions. The
flow of the class was evident, allowing the students to slowly build on their
knowledge and understanding.

1.B.2: Adjustments to Practice

Prompting questions were tailored as the discussion developed in order to lead


students to where they needed to be as far as content.

2.A.3: Meeting Diverse Needs

2.B.1: Safe Learning Environment

2.D.2: High Expectations

Lesson was tailored to be inclusive of verbal, visual, and auditory learners. It also
presented students with the opportunity to learn through individual reflection,
and group reflection, setting up success for both social and solitary learners.
Students were given the chance to reflect independently before turning and
talking to the person next to them. They also got to talk about ideas and
thoughts in small groups before speaking out loud to the class. This provided an
unintimidating atmosphere and took all pressure of students in the discussion.
Also, groups were assigned in order to diversify groups and implement a safe
social strategy.
The project guidelines were formally written out in detail and grading
expectations were clarified. Opportunity for questions emerged in order to
clarify all expectations. Quality of finished project should reflect creativity, good
craftsmanship, preparation, and meet all written out criteria.

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