ALVERNO COLLEGE

Lesson Plan and Observation Feedback- ED 338 (_4 yr. Kindergarten

Candidate% Lill- Lo 1st ,#servation 7?77 2nd ,#servation 7777 ,ther Cooperating &eacher% "achel chlueter 2u$#er o( tudents% ./ .esson 8ocus% cience/ ink'8loat

@ate% A'12'1A

Assessor% Teresa Valent chool% Morgandale

Inadequate &he candidate does not yet appear to understand the concepts underlying the co$ponent. he'he still needs to work on the (unda$ental practices associated with this co$ponent. Emerging &he candidate see$s to understand the concepts underlying the co$ponent, #ut the i$ple$entation is sporadic, inter$ittent or not entirely success(ul. Additional e)perience will ena#le this student teacher to #eco$e pro(icient in this area. Proficient &he candidate clearly understands the concepts underlying the co$ponent and i$ple$ents it well with $ini$al to no support (ro$ the cooperating teacher. Distincti e &he candidate i$ple$ents the co$ponent at an independent level* his'her students are $otivated, engaged, and learning at a high level.

&hese are the knowledge, skills, and dispositions that $ust #e de$onstrated #y the end o( your place$ent. Planning and Pre!aration "AEA# Coordination$ Conce!tuali%ation& E idence "Candidate, 'T(# )$*$+&DI(P# Res!ect, o$e speci(ic e)a$ples o( the ways the lesson plan addressed all criteria on the +uestions are planned ahead. le(t are% ,#-ectives are consistent with do$ains. ,#-ectives use active ver#s that clearly descri#e what children are to do. Activity was clearly planned and procedures $atch o#-ectives. .esson de$onstrates understanding o( principles o( develop$entally appropriate practice/develop$ental level, culturally relevant, individually appropriate and #ased on prior e)periences. 0lan takes into account children1s develop$ental a#ilities and levels o( knowledge and skill. 0lan provides (or si$pli(ication and e)tension to $eet (ull range o( a#ilities o( this group. Content was accurate and clearly speci(ied in ter$s suita#le (or this age and level. 2ew voca#ulary was introduced $eaning(ully. Content was clearly delivered through the procedures, ver#ally or nonver#ally. When needed, content was e)plained in $ore than one way. 0rovides opportunities (or active engage$ent, $anipulation and testing o( ideas and $aterials. Materials 3#ook, worksheet, chart, $usic,4 represent content $eaning(ully (or this age group. Assess$ent was appropriate (or children at this level o( develop$ent. Assess$ent was appropriate (or this lesson content. Assess$ent relates directly to o#-ectives.

Multi/leveled 5uestions that were planned ahead and (ocused attention on the o#-ectives 3What does it $ean to (loat6 !( so$ething (alls to the #otto$ is it (loating or sinking6 What happened to the 7777777, that helped you to decide i( the 77777777777777 was sinking6 8loating6 9oals, o#-ectives with action, activities relevant (or : year old students4, and assess$ents are aligned and relevant to the cognitive do$ain. Activities $atch the pro)i$al develop$ent levels o( this group o( students 3all could participate with ;0 / ;<= accuracy4 Understanding o( develop$entally appropriate practices evident in the integration o( $ove$ent, hands on activities, $usic and literacy. Activities that (oster active engage$ent throughout the seg$ent upport (or voca#ulary included in the procedures !nclusion o( speci(ic> look (or> in the assess$ent that was very appropriate (or this lesson.
During the post lesson conference we discussed the appropriateness of reading two stories in one setting. In your own classroom in the future it will be possible to read one book at an earlier time to introduce the topic and provide background knowledge for some and the other would be read later to introduce the activity.
ED FORM 715 0210 ED

Copyright May 2010. Alverno College, Milwaukee, Wisconsin all rights reserved under U. ., !nternational and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

777!nade5uate 7777B$erging

7?C7 0ro(icient

77 @istinctive

Classroom En ironment "AEA# Communication$ Integrati e Interaction&'T(# /$ 0&DI(P# Res!ect$ Res!onsi1ilit-$ Colla1oration, &reated children with respect, caring, war$th. !denti(ied appropriate e)pectations (or children1s per(or$ance and #ehavior, $aking adaptations when necessary. @e$onstrated sensitivity to needs o( individual children #y ad-usting e)pectations or $odi(ying lesson. Allowed students to have choices in their learning, as appropriate. ,rganiDed, allocated, and $anaged the resources o( ti$e, space, $aterials and children1s attention to engage students. Created a positive learning cli$ate (or children #y giving appropriate ver#al and nonver#al invitations to children. aw potential pro#le$s and responded. "esponded in an e((ective and ti$ely $anner when pro#le$s occurred. "ein(orced participation, ver#ally and nonver#ally. Materials were organiDed #e(ore lesson was taught. Used $edia to enrich learning opportunities.

E idence "Candidate and (tudent,

o$e speci(ic ways a positive and productive learning environ$ent was created% All children were treated with respect which was co$$unicated through $atter o( (act de$eanor and cal$ approach, patience and wait ti$e while students (ollowed directions, with redirection or attention to those who needed assistance etc. 3Ei( you want to know what to do look at77777777777> ! said show $e your thu$#s, ! don1t need to hear your voice. Appropriate e)pectations (or per(or$ance were outlined at onset o( the lesson with a si$ple state$ent F 5uestion to connect to students1 #ackground knowledge 3&oday we are going to....@oes anyone know what it $eans to sink, (loat6 Managed the ti$e, space, students1 attention, transitions and $aterials, keeping students engaged in the activity (or appro)i$ately A0 / :0 $inutes 0roactively avoided potential pro#le$s with $ultiple redirection strategies 3Eput a #u##le in your $outh>4, and $onitoring students1 participation "ein(orced participation with ver#al 35uestions and directions4 and non/ver#al 3hand $otions connected to voca#ulary4 cues. All $aterials were readily availa#le and at hand #e(ore lesson #egan

777!nade5uate 777 B$erging

7?7 0ro(icient

77 @istinctive E idence "Candidate and (tudent, o$e o( the $any ways instruction was engaging, appropriate and responsive to the students include% Grought $ultiple perspectives to the lesson through #ooks, connections to #ackground knowledge, song etc. B((ectively used $ultileveled 5uestions Adapted the plan adding the prediction activity to support understanding o( the o#-ectives o( the (loat'sink activity All activities in the lesson pro$oted student engage$ent 3listening to story, answering 5uestions, singing song, predicting, (loating sink, sorting4 Co$$unicated e((ectively ver#ally and non ver#ally with clear directions 3 it ) applesauce, hand signals (or language support4 positive encourage$ent 3i( you got it right pat yoursel( on the #ack4 and de$onstrated interest s$iling, raising o( eye#rows and widening eyes while speaking4
ED FORM 715 0210 ED

Instruction "AEA# Conce!tuali%ation$ Coordination$ Diagnosis$ Communication$ Integrati e Interaction&'T(# .$2$3$+&DI(P# Res!ect$ Communication
.inked new ideas to (a$iliar ideas and $akes connections to students1 li(e e)periences. Grought $ultiple perspectives to the discussion o( su#-ect $atter. B)tended learning and encouraged discussion through the e((ective use o( 5uestions that represent varied levels o( Gloo$s1 &a)ono$y 3knowledge, co$prehension, application, analysis, synthesis, evaluation4 8ollow/up children1s initial responses with 5uestions that engage critical thinking 3why, why do you think so, how do you know, what was your clueH4. Adapted plans as needed #ased on #ehavior, schedule, and level o( understanding. howed awareness o( children1s attention span. 0ro$oted child participation and social interaction. Went (ro$ child to child, o((ering support and help, as needed. Co$$unicated clearly and accurately in ver#al and non/ver#al $odes 9ave clear directions and cues. I Used positive encourage$ent e((ectively. 3at ti$e praise4 poke with interest a#out topic o( lesson. Used independent work ti$e to interact with children 1%1 in a positive way. 2'A Chose appropriate teaching strategies, learning e)periences, and $aterials to achieve instructional purposes and to $eet student needs. trategies $ay include #ut are not li$ited to% ensory Bngage$ent, Bnviron$ental Cues, &ask Analysis, ca((olding, 9uided 0ractice,

Copyright May 2010. Alverno College, Milwaukee, Wisconsin all rights reserved under U. ., !nternational and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

!nvitations, Gehavior "e(lections, 0araphrase, "e(lections, Modeling, B((ective 0raise, &elling, B)plaining, @o/!t ignals, Challenges, and +uestioning. Modeled throughout lesson 3how letters are (or$ed and sound, how nu$erals are (or$ed, sounding out words4.

Worked 1%1 with partners guiding the$ through the hands on activities with additional 5uestions.
It is especially important to reinforce the language of learning and the vocabulary of the lesson nonverbally as you did with hand signals and verbally (ex. regularly asking, What do we call it if it stays on top? I also wondered if some students who participated in most activities but did not participate in the thumbs up!down activity understood the directions. "ecause you have many language learners it is important to error on the side of providing too many explanations rather than assuming understanding

777!nade5uate 777 B$erging

7?C7 0ro(icient

77 @istinctive E idence "Candidate and (tudent,

peci(ic, ways the a#ility to develop and i$ple$ent authentic assess$ent strategies include @uring the whole group and partner activities, providing ongoing (eed#ack 8ocusing students1 attention on the process o( learning 3EJeah, you had a good answer.> Also through the use o( 5uestions, EKow do you know this is (loating64 Asking students to assess their per(or$ance 3EE0at yoursel( on the #ack i( your prediction was right>4 Reflecting on own per(or$ance in the post lesson con(erence and (&hey were pretty engaged, they saw $e as the teacher, they participated in the e)peri$ent4 making suggestions (or i$proving the lesson. 3&hey need $ore support (or understanding sink and (loat. Bvaluated students1 per(or$ance relative to the o#-ectives 3 o &he students% Made o#servations 3so$eti$es answered 5uestion4 Made prediction @rew conclusion 3as a group4 Were a#le to sort F classi(y the o#-ects.

Assessment "AEA# Diagnosis$ Integrati e Interaction&'T(# +$4& DI(P# Colla1oration, 0rovides (eed#ack to learners 3oral and'or written4. 8ocuses the students1 attention on the process o( learning rather than -ust getting the correct answer or (inishing an activity. Assess$ent relates directly to o#-ectives. Used assess$ent and (eed#ack strategies to involve students in sel(/assess$ent activities and to help the$ #eco$e aware o( their strengths and needs. Assess$ent was well chosen (or lesson content. Uses in(or$ation (ro$ lesson and assess$ent in planning o( (uture lessons. "e(lects on own per(or$ance in relation to student learning and W! teacher standards.

777!nade5uate 7777B$erging

77?57 0ro(icient

777 @istinctive E idence "Candidate and (tudent,

Bvidence o( your attention to pro(essional responsi#ilities include% Colla#oration with the C& prior to developing and i$ple$enting the lesson

Professional Res!onsi1ilities "AEA# Diagnosis$ Integrati e Interaction&'T(# 4$)6&DI(P# Res!onsi1ilit-$ Reflection$ Colla1oration,
!n(or$ation (ro$ cooperating teacher was used as part o( planning process. Bvaluated the e((ect o( class activities on #oth individuals and the class as a whole, collecting in(or$ation through o#servation o( classroo$ interactions, 5uestioning, and analysis o( student work and re(lected on this in sel( assess$ent and in discussions. Used classroo$ o#servation and in(or$ation a#out students as sources (or

Bvaluating the e((ect o( the lesson activities on the class as a whole and so$e o( the students Used o#servation and a checklist to evaluate how students $et the o#-ectives o( the lesson and sel( assess$ent to re(lect during the post lesson discussion. ED FORM 715 Copyright May 2010. Alverno College, Milwaukee, Wisconsin all rights reserved under U. ., !nternational 0210 ED and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

evaluating the outco$es o( teaching and as a #asis (or re(lecting on and revising practice, in discussions and sel( assess$ent. eeks out the cooperating teacher to support his'her develop$ent as a learner and a teacher. !n rationale, re(lected on choices related to o#-ectives, instruction, and assess$ent.

Jour rationales and sel( assess$ent (or lesson one were very thought(ul and thorough and de$onstrated your a#ility to consider the class pro(ile your o#servations and C& advice to plan lessons and an advanced a#ility to sel( re(lect and set goals accordingly #he $# mentioned that timeliness is an issue and when we discussed it during the post lesson conference you felt that communication might be the issue. I hope this issue will be clarified to support your professionalism

777!nade5uate 7777B$erging

7 ?7 0ro(icient

77 @istinctive

ADDITIONAL COMMENT(#
Jou had a very success(ul (irst o#servation. Jour sca((olding and support o( the concept o( sinking and (loating allowed (or advanced understanding and success(ul independent e)peri$entation #y the pairs o( students. As ! $entioned in the post lesson con(erence this is the $ost e)pert i$ple$entation o( this lesson ! have o#served with such young children.

,verall 0er(or$ance% 777!nade5uate 7777B$erging 7?57 0ro(icient 77 @istinctive

Copyright May 2010. Alverno College, Milwaukee, Wisconsin all rights reserved under U. ., !nternational and Universal Copyright Conventions "eproduction in part or whole #y any $ethod is prohi#ited #y law.

ED FORM 715 0210 ED