sity Education Department DESERT Field Experience Formal Lesson/Instruction Evaluation-Elementary Dixie State Univers "Paden 11) SFecome] [= rem EN (ee. Student. 10 Trananie A swevieor Aliana Brandt mentor Karen Stata Sehoot EfaShivedon ES cade: 4 _ Laston The Mabry bj 2-Digks _ subjcr0sc class: Ota date: 1O}28)i4 Tine: 41:30--10 80 ‘eUnaeSoiaieSeev anche ise | EGolow | San Silents | GPrettan Seis Siculdmoweaes | SeDaliguened Ss Tnotaige mals arom stotade bpefom ask | Basic | base sland genealy reese | polbentslsanéconsistnty mats | (asi ny, eae) lousy wes hagpopineretueral Silk | hoes, fotteamoromrediwe ak | fetes rebiosenmoltecte | NAN Stein of riioengrepate si. esl tate ‘piesmostat oo te Erpleabaloeenes DMB Diversity TEAC Rating Comments [+ tes tencing setae ato conten deerty cae, ute, en gendey are] TF ||_earing ferences * fH (Tretinoin aod on ag spo, od reer an zp err or iin ean wih arg ofc cress TTT | enseeku ctortegjes! les wlin grrge Tes a vary of ratactnal svaegis to acne and enpane Engish Bnguego ame 7 AMES challndee extoncien amertens of Sraneson Woshtyesog tong ay, aan of | ASU chalunges Cxtnecien. dictions TT ereage eda ane esto cus pesozcies was) STG LES goad Set wena) aes Seow A tots of hands on visneals, Ai notes Achndions 4 Cast : DM#2 Effective Pedagogy ” "> deans ogo approptata and coferentlasecre wher objechs,erocbonalevalages and | 147 Ket ena. Bt hand Sconces ag | "OHH ene 2 duets essen 6 sae pa acs ies des reins keeling TE [HL wrcdloy claw + modeling ep-by ~ste = mains ston ppronately pees boon, mies eno vations TAS BBL. srmoote Kane abprach, sansa etnoby b evhaee| unt er ag” 1a i eee ace easees ea FEES] sprog ak vari tou hoeaver, seatle HE icscteqitipedesamesbucmmcmeanmeream YT, | WCee twosks tnd f-lecGag Gihog lie inemucion in response to sttert earing needs" Fed SwuCIA Huck anything, = eke questions fo silt discussion an righe vel lg FETT) es. feemeciee as ccetintnts, eeth 6 es ea ote wacig sages = TTAT| “whole aouplinkiAna on "rplentr poetntel sires tonsa refet on por ent innisge wale comactons, EAKTew a & 1 conc a teas concepts AP leis of links toctodeay inten gives sure io esson by eslng goals and earing wabomes cE Vain Sokasers Lapellehes theel apple ‘DM Toa 42-1 ded by _1_ ol soores)= Nean Sexe S40 G. ie sul MHS Subject Matter tls aucers unselang endure cbjctmatr nguage™ iF Aidit 20, temrnands. Da PALM, Dig Tol Ll Sided ty A oor = Hear Sov wg) aozeps and aes endo gen Groh fe oacing ad mening prcaes™ OMFS Reflective (Note: dss aor sson& ake ots on gone Zim) i ees Knee oT sec nti orerg ease Bamana TawaereRe [TF | T—Lote of cucrhasis wi Londen cfc gn fh antes dea zs eiedeeueuacen 7 eagriaes stuceris’ misconcepons and hebs suena cea coved schon ™ a * . 7 Ganorabtes aen ngage roars sues = “aha 3 ec rer ee fer aor rguge olde eect ™ TF iis Te 20,5 ody of os) = os Sos Nez Envronment sabes and roto Graal posts od sda onde nTaTT™ TAL excelent jon inosine, hela dor opt 4 es ee Sao ab TTACT im prusirg * heats a One eee and expecintions forrespectid | 2.3 4 Mertens Tans aaa Taat = cally lt -aovare of pacing “pularesappepagol to inpoveprecoe A carne fo am se bask. o m= Ta ‘elec on suertanming ane Somonetats fis sily Vater va ey woreda na suatons i scuchonk need S— Wighhly 1 es vary a cas eb thf Enns fa oes of acing ane ean = fel EE] Di#é-Teaching Dispositions Diles Total lle cvdedty Af (Fotsoors|= Wes Some =F = caenetalesaprfesinl depos (e, dai smpeOance, pepees pons)” [iat 7s reaped znd ove fr supenisr,menbr asters" ig Geonsates ra od eel ends and ade a ls adel” Tat +” caimutieaieg ways dental espe and cag fer and pervs #98 far, ethic, cule, kaming one onquanedifeences oa tudes" THE py ena erd exis conoetcn hel mele fas) Tai ‘RS Toel Zo diddy ES — (scores = Neat Sexe AE exson Total {25.1 dvided ty 2“ (¢of scores) = Overall Mean Score 3.9%‘The Sheltered Instruction onevarsy ABiardt teacher, Daven Tammelt Observation Protocol (STOP®) Dre: 0/7 Schoo! sangre vevarria, Wogt, & Short, 2000; 2004; 2008) Grade: Class Topic: _piecHHa Bleck MIDAS — teson Muley Caley eral ove) “Tora Pins Posse: 120 Gubtrac points fr each Na given) ta Tou} Poinis Earned: JI Percentage Score: Me. (83) irene: Cle the mob tha bet fc wa obser holee on You me ie ee fram 04 fer NA onset my. ie aoe “conniants” specifi examples ofthe havior observe Somewhat Not - Evident Evident Preparation (22>) 2 1 0 1, Content objectives clearly defined, displayed, and ergy reviewed with students 2, Language objectives clearly defined, displayed, and ow a@ao0 reviewed with students — Will they expiainorntyy? (ambecdded clase) 3, Content concepts appropriate for age and educational oe o gag background Jevel of students 4, Supplementary materials used to sigh degree, mekingihe «= SQ yesson clear and meaningful (e.g., computer programs, graphs, snoéels, visuals) 5, Adaptation of content (e.g., text, assignment) to all levels o Waaoa of sudent proficiency 6, Meaningful activities that integrate lesson concepts moa a aa (ea, surveys, letter writing, simulations, constructing models) ‘with language practice opportunities for reading, writing, fistening, and or speaking Comments: Building Background (2) 4 NA 7. Concepts explicitly inked to students’ background experiences 7 a 8, Links explicitly made between past learning andnew concepts 9. Key vocabulary emphasized (e.g., introduced, written, repeated, 7S and highilighted for stedents to see) oooe Commons! rusk wre ty thestorkenies -tlomgly nibirgs Comprehensibie Input (2°) Orage 10, Speech appropriate for students? proficiency level (.g., slower a rate, enuncistion, and simple sentence structure for beginners) 11, Clear explanation of academic tasks appopyiake modeling Qo aaa 12. A variety of techniques used to make content concepts clear See Oe ael (e.g, modeling, visuals, hands-on activities, demonstrations, gestures, body language) Comments Serategis (12. ses eeeaiacteeae ae 13. Ample opportunities provided for students to use Pe eee Ol feelin) learning strategies ~Zxpieih ona] avid went Reprouetion ofthis mera is reste to use with Echexaria, Vos and Stor (2008), Making Content Comprehensible or Enis Leamers: The SIOP® Iadel ) appendix ®29 Highly Somewhat Not Evident Evident Exideat eee eae gee Lea 14 SvofTaiding techniques consistently used assisting and yaaasd supporting student understanding (¢.6 thinkesiouts) 15, A variety of questions or tasks that promote higher-order Ho aaa thintcng sls (-p itera, analyte, and interpredive questions) Commence: Qyucd 25 Arr acbvanaccd interaction (1°) 16. Froquert opportunites for interaction and discussion mM aao setmeen teasher/student and among studens, Which enCoDrRge elaborated responses about lesson concepls lela clan’ boclatizrd | ons Sw VP wnt, 19. Grouping configurations supper! language and content om oa 9 objectives of the lesson 18, Sufficient wait time for student responses co! istently yooaoadada provided NA 19. Amp! spportunities for students 10 clarify ey comeepts ao oa 0 in 1 as needed with aide, pees, or L1 text Comment eneealaptication (1) 20, Hands-on materials ahid/or manipulatives provided se nsonsio poor ating now content rows 4 x NA 21, Activities provided for students to apply content and x ® Qa oo0o0a 28 Ten guage knowledge inthe elzssroom 20, Activities integrate all language skills (0. reading, writing, op oo 8 listening, and speaking) Comments: Lesson Delivery (10) a Viseeta: Huse JodssesGesiada.) 73, Content objectives clearly supported by !ess00 delivery moaaoa a 24-banguage objectives cleasly supported by lesson delivery peraeeece et cecite 25, Students engaged approximately go% 10 100% ofthepenod = eo 26, Pacing ofthe lesson aporopsiate to students sbily level Se o o 2 0 Comments Review/Assessment (14) peg cas 27 Comprehensive review of Key vocabulary bate 28, Comprehensive review of key content concepts ieee eee a ooo 0 (e.g, language, content, work) 450, Assessment of student comprehension and learning fall lesson objectives (es spot checking, group response) throughout the Jesson Comments 4 a Q 29, Regular feedback provided 1o students on their output ix Ox 0 0 o a (Reproduction of this material is restited use wih sin, og and Shot (2008), Making Content Camprehenaibl ey Enb1h "Laamers: The SIOP® Model) sppendix ®