HLTP: Explaining and Modeling Content Intern: Kelli Henderson Date: 9-

20-16
Oakland University Secondary Teacher Education
Supervisor: Joseph Sayers
Observation Visit: 1:10 Class/Period Biology/6th
PLANNING NOVICE DEVELOPING PROFICIENT
Instructional No learning goal. Learning goal present, not Learning goal clear and Learning goal was clear and measura
Approach Approach not aligned clear. measurable not Precisely aligned to goal.
o Learning Goal to learning goal. Somewhat aligned to effectively tied to
o Approach goal. approach.
oVerbal Explanations Aligned, but lacked
oModeling - Teacher precision.
thinking aloud and Specific Evidence and Feedback
demonstrating Lesson Topic: Understanding why we study biology
oAccompanying
Visuals - Goal: How can biology help us make decisions
Powerpoints,
graphs,
white/black board, Todays lesson began with a warm-up that had students jot down key factors that are important
etc. factors that are important to them in making decisions (ex. time, gender, knowledge, age, etc.).
oRepresentations - the why of biology and its role in helping you make decisions. Students were mostly engaged a
analogies,
examples, or
other
representations

Central Question:
Was the instructional
approach clearly
connected to the
learning goal?
Structure of No lesson plan Gave correct information, Strong understanding, Strong understanding, proper intellec
Content/ provided lacked intellectual rigor. proper intellectual Complete set of facts, concepts, or sk
Practice/Strategy Plan was unclear or Complete set of facts, level.
oClarity of gave incorrect concepts, or skills, NOT Complete set of facts,
understanding of information. organized into concepts, or skills,
content within Incomplete set of hierarchy. begins to display a
lesson plan and facts, concepts, or hierarchy, but
interview with skills. hierarchy did not drive
intern the plan.
oStructure of Specific Evidence and Feedback
information and Because it is a new curriculum and text, supported by Power Point, no specific outline or plan w
skills in
content/practice/ correct information and presented it sequentially. She identified the big ideas of the Power Poi
ostrategy detailed and offered an overview of coming lessons.

Central Question:
Was the
content/practice/strat
egy clearly
developed in the
submitted lesson
plan?
TEACHING Lesson was unclear Lesson gave correct Lesson showed Strong understanding, proper intellectual l
or gave incorrect information, lacked understanding, proper Complete set of facts, concepts, or skills, d
information. intellectual rigor. intellectual level.
Explicitness of
Complete set of facts,
Content/Practice/ Lesson showed Lesson had complete set of
concepts, or skills, begins
Strategy incomplete set of facts, concepts, or skills,
to display a hierarchy, but
oActual teaching of facts, concepts, or NOT explicitly organized into
it did not drove the lesson
hierarchy during
content skills. in implementation.
implementation.

349343665
 HLTP: Explaining and Modeling Content Intern: Kelli Henderson Date: 9-
20-16
Oakland University Secondary Teacher Education
Supervisor: Joseph Sayers
Observation Visit: 1:10 Class/Period Biology/6th
oIntern displayed Specific Evidence and Feedback
understanding
The goal of how biology relates to all forms of life was evident to the students. As each slide was presented, Kelli explained the concep
and preparation of
concepts. These were presented at the appropriate intellectual level for the students in the class. The short time span of the lesson di
content clearly
through lesson
Central Question:
Was the
content/practice/
strategy clearly
enacted throughout
the instruction? For
example, Do the kids
know what they are
learning/doing and
why they are doing it
or how it fits with the
larger goals of
content?
No attempt to help Some attempts to help Some attempts to help Multiple attempts to help students, no evid
TEACHING students makes sense students, yet still evidence students, little evidence of Students ideas were elicited, with clear at
Helping students of content. of student confusion. student confusion.
make sense of Little to no attention was Students ideas were elicited, Students ideas were
Content/ given to students but not connected to elicited, with some
ideas. overall structure. attention to overall
Practice/Strategy
structure.
oExplicit attempts to Specific Evidence and Feedback
assist students Kelli was able to utilize some student feedback, but again she was only responsible for teaching for 15 to 20 minutes. She was helpfu
make sense praised by Kelli for their responses. Kelli maintained a learning environment that was orderly and beneficial to learning.
oUtilizing student
ideas and
preconceptions

Central Question:
Did the instruction
provide opportunities
for students to
connect with the
content? Did teacher
make use of student
thinking?
Adaptations, No Adaptations, Some adaptations, Some adaptations, Clear and appropriate adaptations, m
Modifications, and modifications, and modifications, and modifications, and
Extensions extensions for extensions for special extensions for special
Including Special special populations. populations were populations were
Populations present but present and
inappropriate. appropriate.
Central Questions: Specific Evidence and Feedback
Did the instruction
help special During this first observation, there were no obvious special education students that needed specific help during the
populations in lesson.
regards to
explaining and
modeling
content/practices/
and strategies?

349343665
 HLTP: Explaining and Modeling Content Intern: Kelli Henderson Date: 9-
20-16
Oakland University Secondary Teacher Education
Supervisor: Joseph Sayers
Observation Visit: 1:10 Class/Period Biology/6th
Other core Comments
expectations
oRapport with Kelli developed rapport with students that was appropriate to effective interactions and learning. Along with that she
established and maintained a classroom environment that promoted fairness and respect. She dressed and acted
Students professionally. She utilized technology and prepared her portion of the Power Point. This helped challenge students to
o Mutual respect extend their thinking. She transitioned back to her cooperating teacher in a timely and effective manner.
o ______________
oProfessionalism Suggestions: Voice projection could be a little stronger and moving about the classroom while teaching could be
o Appearance beneficial. When you have a topic from the Power Point that is a teachable moment, dont be afraid to expand on the
subject matter at hand. Try to always reinforce the goal of your portion of the lesson and also have a review closure
o Actions at the end. As we said, this was your first time, and you will develop skills each time that you teach.
o ______________
oClassroom
management
o Minimal
confusion
o Smooth
transitions
o Gender
equitable
practices
o Culturally
equitable
practices
o Management
Plan
o Alert to
individual
behaviors
o Adequate wait
time
oOther:_______________

Supervisor Signature: Joseph G. Sayers Date: 9-20-16

Intern Signature:_____________________________________________________________________Date:________________
(signature acknowledges receipt of feedback)

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