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ALVERNO COLLEGE

SUPERVISORS OBSERVATION OF ED 215-R Field Student


Candidate: Fabiola Rodriquez Assessor: Robin Gleason Cooperating Teacher: Jessica Merritt School: Highland View - Greendale Planning and Preparation (AEA: Conceptualization, Diagnosis
WTS: 1,2,3,4,5,7 DISP: Respect) Plans instruction appropriate to students stages of development and learning styles. Plan includes a motivating opening. Activities and materials are well chosen. Plan reflects use of an effective theoretical model, such as Holdaway, Cambourne, Vygotsky, etc. Plan encourages student progress and engagement. Plan includes adaptations for students with specific needs and learning styles. Questions are planned in advance. A meaningful closure concludes planning process.

Check One: 1stObservation __X Date: 11/22/11

2nd Observation __

Number of Students: 15 (whole group) Grade: 1 Subject(s): Reading Workshop


Evidence (Candidate)

You planned a shared reading lesson using Ratty-Tatty, to focus on teaching children to make predictions, an objective very appropriate for this time in first grade. The lesson was one of the first lessons addressing predicting for the children. The plan reflected a theoretical model by including demonstration, participation, practice, and performance. You also included a strong introduction and closure. The whole plan kept the focus on the learning objective. You planned an introduction in which you were going to state the lesson objective and connect it to prior learning. You also planned to state why predicting is important for the children to be able to do. In your plan, you scripted out what you were going to say, particularly in the introduction, demonstration, and performance/closure parts of the lesson. This is so extremely helpful for you to rehearse the language you are going to use when you actually teach the lesson. You also planned specific times for student engagement throughout your lesson. In the future, remember to include in your plan appropriate strategies for meeting the varying needs of the children in your classroom. How did your plan accommodate those needs?

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 708 0210 ED

Classroom Environment (AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6


DISP: Respect, Responsibility, Collaboration, Communication) Offers explicit praise to students.

Evidence (Candidate and Student)


You established a calm, respectful and focused learning environment. You did a great job right at the beginning of your lesson of gaining the students attention by saying, Readers You then proceeded to call on the children by their names. You set the expectation for the learning by stating and then modeling the lesson objective. You used the pair/share strategy to engage all of the children in the thinking in the participation part of your lesson. You circulated around the room to assess and confer with the children as they were reading independently. In each case, you got down to the childs level to listen to and/or prompt their thinking. You used the routines already established in this classroom to effectively maintain focus and to transition the children back from and to the rug for the practice and performance/closure parts of your lesson. Just a few tips: You seemed to memorize the introduction and demonstration part of your lesson, and therefore, your delivery was a little wooden. You did seem to relax when you were interacting one-on-one with the children and during the performance/closure parts of your lesson. As you become more comfortable and confident, you will relax and have more natural interactions with the children throughout your lessons. (Im sure that this was due to nerves understandable.) The children certainly responded well to you. Just one more tip: Before starting to confer, its important to scan the room as a whole to make sure that everyone is on task. When finished with one conference, take one second to scan the whole class before moving on to the next child. Make sure to frequently circulate among all of the children in between conferences.

Teachers and students connect to one another by smiling, sharing and helping. Respects each child as an individual. Supports students as they work independently and collaboratively. Manages transitions efficiently. Effectively uses resources and curriculum materials to develop the ideas being taught. Manages student attention by engaging them productively in learning experiences. Clearly communicates expectations and procedures for behavior and assignments.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 708 0210 ED

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2,4,5,6,7,10 DISP: Respect, Communication) Demonstrates knowledge of content throughout delivery. Presents content in developmentally appropriate ways. Consistently demonstrates enthusiasm. Models and supports active listening, discussion and thoughtful responses in reading, writing & speaking. Challenges and supports student thinking by using: o different types of explanations o various levels of questioning and discussion techniques-Blooms Taxonomy o techniques that repeat and/or extend student responses o a variety of modalities (visual, auditory, kinesthetic) Focuses student attention on lesson objectives. Actively engages students in meaningful learning and keeps them on task. Adapts plans as needed. Varies role in instructional process (instructor, facilitator, coach, audience) in relation to content, purposes of instruction and needs of learners. (Holdaway Model, etc.) Is respectful of cultural and gender differences. Relates learning to students previous learning and/or to students personal experiences.

Evidence (Candidate and Student)


After you organized the children on the rug, you gave a clear statement of the lesson objective and made a connection to prior learning. You also used a visual to further illustrate/define predicting. (It would have been great to keep this visual would have been larger and then kept up throughout the lesson for you to go back to refer to as the you and the children were making predictions.) You then provided a think aloud demonstration of your own prediction using the front cover of the book. You did a great job of explaining your prediction (text clues and background knowledge). (It would have been nice to also read the title of the text at this point as an additional text clue.) You then invited the children to participate by sharing their own predictions with their partner. You easily accepted their predictions and made a list of them on poster paper. (Make sure to spell predict correctly.) You did ask one child to provide you with her evidence for why she made her prediction (Great!). In the future, do more of this. You stopped a few times while doing your story walk to make more of your own predictions and to prompt the children to make predictions with their partner. You then read the text clearly and with the appropriate volume, tone and expression, making sure that all of the children could see this big book. (In the future, for a shared reading, slow down a bit and point to each word to model one-toone match as you are reading.) The children were quietly listening to the story. You then went back to your list of predictions and asked the children, If they came true or not. Great way to phrase this. Id just suggest that you also ask them to support their thinking. You then set the children off to read independently. During this time, the practice time, you varied your role and became the coach to the children as you asked them to make predictions using a few pictures from a book they had not seen before. You prompted them, as necessary. You were able to confer with a majority of the children during this practice time. For the closure, you asked a few children to share their predictions about that book and you praised them for the great job they did. You stated that youd read the book next week and then restated why it is important for children to be able to make predictions. Your lesson was focused, Fabi. When teaching a comprehension strategy, make sure to consistently ask the children to explain their thinking. This way, you can assess on the spot and respond accordingly.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 708 0210 ED

Assessment (AEA: Diagnosis, Integrative Interaction WTS: 1,2,3,7,8,9 DISP: Reflection) Provides feedback to learners (oral and/or written). Focuses the students attention on the process of learning rather than just getting the correct answer or finishing an activity. Assessment relates directly to objectives. Students self assess (oral and/or written). Assessment was well chosen for lesson content. Uses information from lesson and assessment in planning of future lessons. Reflects on own performance in relation to student learning and WI teacher standards.

Evidence (Candidate and Student)


You provided positive verbal feedback to the students throughout. You assessed one-on-one as they read independently by taking notes on their when you asked them to predict using the pictures from a book they had never seen before. This was a unique way to assess their ability to predict. Great that you took notes! What did they tell you? Did you write down the evidence they used? Were the children able to explain why they made their predictions? Were they using both head clues and text clues to make their predictions? This would be important information for you to use to see where each student is in learning how to make solid predictions. You mentioned in your self-assessment, that you would analyze this information later. Think about how you will use the data gathered from this assessment to plan for future lessons. This is an important aspect of teaching one to really work on for the future. Another aspect of assessment is in relation to feedback. Its important to provide specific feedback to the children. This involves stating clearly what they did well in relation to the lesson objective and then stating what they need to do to improve even more. (A powerful praise and a teaching point.). This is really where the role of the teacher shifts to being a coach. You generally analyze your lessons in relation to the WTS and the AEA. Work on providing more specific examples when doing this type of analysis.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 708 0210 ED

Professional Responsibilities (AEA: Communication, Integrative Interaction WTS: 1,2,6,7,9,10 DISP: Respect, Responsibility, Reflection, Collaboration, Communication) Demonstrates professionalism through timely completion of work for Classroom ____ Seminar ____ Demonstrates professionalism through regular attendance, arriving on time. School ____ Seminar ____ Relates professionally and effectively with students, cooperating teacher____, staff____, and supervisor ____ (including initiating conversation, and problem solving). (Social Interaction at Level 4) Completes self -assessments, reflecting on planning and implementing of lessons. Is willing to give and receive help. Demonstrates Effective Citizenship by attending a school/parent event and completing an accompanying log. Actively participates in seminar by offering ideas, sharing materials and supporting peers. (Social Interaction at Level 4)

Evidence (Candidate)
You are professional in your interactions with your CT, your students, your colleagues in seminar, and with your supervising teacher. You consulted with me about your lessons and used the feedback from our conversations and feedback given on your lesson plans to strengthen your lessons. (What else did you learn from teaching this particular lesson besides the pronunciation/spelling of the word predict? You seemed to establish a really nice working relationship with your CT and the children in your classroom. You demonstrated responsibility in completing your assignments on time, and, for the most part, with consistent quality. You easily share your ideas and experiences with your colleagues in seminar.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Additional Comments: Fabi, you have learned a great deal in this field placement. Your confidence in the classroom will continue to grow as you gain more experience. A particular strength you have is your ability to collaborate with others to plan successful lessons. You easily take feedback and incorporate it into your plans. Nice work!

Overall Performance: ____Inadequate ____Emerging __X__Proficient ____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 708 0210 ED

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