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Intern Name: Fadness, Sarah

Internship: 2016SP-ED-315-01-XList
Submitted: May 19, 2016

Assessed: Athanasiou, Nancy (Supervisor)

Course/Term: ED-315 - 01-XList : Field Experience 4 ( 2016SP )

Site: John Greenleaf Whittier School, 4382 S 3 St, Milwaukee WI 53207

Comments:

Subject(s): Elementary-Middle Childhood

Grade(s): 5th

Inadequate

Emerging (1.000 pts)

Proficient (2.000 pts)

Distinctive (3.000 pts)

N/A

Planning and Preparation

(AEA:
Conceptualization/Diagnosis
WTS: 1, 7DISP:
Respect, Responsibility)Uses teaching resources
and curriculum materials
that are appropriate in
representing the ideas and
concepts. -Plans instruction
appropriate to students
stages of development and
learning styles. -Links new
ideas to familiar ideas and
makes connections to
students experiences. Provides opportunities for
active engagement,
manipulation and testing of
ideas and materials. -Knows
how to enhance learning
through the use of a variety
of materials. -Values
flexibility in the teaching
process by monitoring and
adjusting plans and
adapting instruction when
necessary and appropriate.
-Chooses appropriate
teaching strategies, learning
experiences, and materials
to achieve different
instructional purposes and
to meet student needs. Varies his or her role in the
instructional process in
relation to the content and
purposes of instruction. Plans motivational
instruction by relating
lessons to students
personal interest. -Seeks to
find ways to meet the needs
of diverse learners.
1/6 (16%)
WI-WITS.1,
WI-WITS.7

Your objective is clearly stated as a learning outcome. Your introduction is listed as a statement of what students will be working
on is there a way you can hook/motivate them instead? You actually begin with a fun fact, which gets students thinking and
focused on you You use the board effectively highlighting key terms, sharing the worksheet, etc. Students follow along,
taking notes in their math notebooks. Extending this to the paper plate activity, further reinforces key concepts. This lesson
Comments: works well for students of all ability levels, especially because you model each step and students can see a visual of each step
before going on their own. You vary your role throughout the lesson providing direct instruction at some points, but facilitating
student understanding (through questions and activities) as well, which encourages deeper integration. During stations, you
work with a few students who need support, but you keep your eyes on all students, making sure everyone is on task and
focused.

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Classroom Environment
(AEA:
Coordination/Integrative
Interaction WTS: 2,3,5
DISP: Respect,
Responsibility)-Shows
respect for the diverse
talents of all learners. -Uses
knowledge about human
motivation and behavior to
develop strategies for
organizing and supporting
individual and group work. Is committed to the
expression and use of
democratic values in the
classroom. -Organizes,
allocates, and manages the
resources of time, space,
activities and attention to
engage students in
productive tasks. -Knows
how to help students work
productively and
cooperatively with each
other. -Uses strategies of
effective classroom
management to promote
positive relationships,
cooperation, and purposeful
learning in the classroom. Respects students as
individuals with differing
personal and family
background and various
skills, talents and interests.
1/6 (16%)
WI-WITS.2,
WI-WITS.3,
WI-WITS.5

You move around the room to check that students are with you you then have students hold up their work as a final check.
You have a positive relationship established with the class, and they respond positively to your instruction. They use video game
references that are new to you, but you go with it, letting them know youre not familiar but thats ok (they like teaching
Comments:
teachers). You do a great job of checking in with students frequently to be sure they are with you, and you repeat directions
often, which keeps students on track (repetition is always good, and always necessary) . You are respectful of all students in
every interaction, and encourage students to be respectful of others when they are sharing their responses.

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Instruction (AEA:
Communication,
Coordination, Diagnosis,
Integrative Interaction
WTS 4,6,7DISP: Respect,
Responsibility,
Communication) -Uses
different representations
and explanations of
concepts when necessary
to accommodate students
who approach learning from
different conceptual
frameworks. -Uses teaching
approaches that address
different learning styles and
performance modes. -Uses
instructional strategies that
promote student learning for
a range of student abilities.
-Encourages discussion. Elicits samples of student
thinking orally and in writing.
-Values the development of
students critical thinking,
independent problemsolving, and performance
capabilities by using varied
teaching and learning
strategies to engage
students in active learning. Modifies explanations when
necessary to assist
students understanding. Organizes, prepares
students for, and monitors
independent and group
work. -Recognizes the
importance of verbal and
nonverbal communication. Is a thoughtful and
responsive listener. Communicates in ways that
demonstrate a sensitivity to
cultural and gender
differences. -Models
appropriate communication
strategies in conveying
ideas and information. Supports learner expression
in speaking and writing, and
other media. -Knows how to
ask questions and stimulate
discussion in different ways.
1/6 (16%)
WI-WITS.7,
WI-WITS.4,
WI-WITS.6

You give directions and also model on the board so that students can check to see they are on the right track. You ask
questions to check for prior understanding, and positively support students in both their responses and their ability to follow
directions. Students now have a labeled diagram, and definitions of key terms (diameter and radius) to refer to as needed. You
ask students for examples for how to solve for diameter and radius this is more effective (and engaging) then if you simply
shared the information with them. The activity with the plates is a good way to reinforce concepts, and will serve as a reference
tool for students moving forward. Having a hands-on activity is a good way for students to stay engaged. You model each step,
and students follow along (all students are on task). You ask questions that move students from step to step, which is a great
Comments: way to be sure they are with you and understanding the concepts. You encourage all students, paying close attention to those
who need more intervention though youre teaching the whole group, you have to pay attention to the needs of individuals
and small groups at the same time, which isnt always easy, but so important. Before breaking into stations, you have students
review key concepts, which is a nice way to close the lesson.

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Assessment (AEA:
Diagnosis/Integrative
Interaction WTS: 8,9
DISP: Collaboration,
Communication) -Knows
how to select and construct
assessment strategies and
instruments. -Uses
appropriate assessment
techniques to enhance his
or her knowledge of
learners, evaluate students
progress and performances,
and modify teaching and
learning strategies. -Solicits
and uses information about
students experiences,
learning behavior, needs
and progress from
cooperating teachers and
the students themselves. Evaluates the effect of class
activities on both individuals
and the class as a whole,
collecting information
through observation of
classroom interactions,
questioning, and analysis of
student work. -Uses
classroom observation and
information about students
as sources for evaluating
the outcomes of teaching
and as a basis for reflecting
on and revising practice.
1/6 (16%)
WI-WITS.8,
WI-WITS.9

You check for understanding in various ways (e.g. observation, thumbs up, questions, etc.). Your plan for informal assessment
during stations is clear and focused, you know exactly what you will look for to determine if students are meeting the objectives,
Comments: which is great. You constantly evaluate the effect of each activity, making sure students understand each step/concept. Your
continuous movement around the room allows you to check on individuals, and gives students opportunities to ask questions if
needed.
Professional Responsibilities
(AEA:
Communication/Integrative
Interaction WTS: 10
DISP: Responsibility,
Collaboration,
Communication) -Relates
professionally and
effectively with the
cooperating teacher and
faculty. -Dresses
professionally and
consistently portrays a
professional demeanor. -Is
enthusiastic about teaching.
-Seeks out the cooperating
teacher to support his/her
development as a learner
and a teacher.
1/6 (16%)
WI-WITS.10

Comments:

You were dressed professionally, and were professional in all interactions. You appear to have a positive relationship
established with your cooperating teacher, and your enthusiasm for teaching is evident.

Overall Performance
1/6 (16%)

You were well prepared for this lesson and had considered various ways for students to be actively engaged. You know the
content well, and ask good questions to gauge understanding (some recall, some application). You have an easy presence in
front of this class, and have developed a positive rapport with these fifth graders. They are eager to participate, and all are on
Comments: task throughout the lesson. You move students easily from one task to the next, building on understanding as you go. You do a
very nice job of checking on whole group, small group, and individual understanding, which is key. You are ready for student
teaching my recommendation would be to find time to volunteer next semester so that you stay actively involved with students
prior to your student teaching semester.
13.000 pts | 72.22 %

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