ALVERNO COLLEGE

SUPERVISORs Feedback
OF ED 315 Field Student
Candidate Amanda Dlugi

Check One: 1st Observation _X_

Supervisor: D. Habanek

Date: 3.20.13

Cooperating Teacher: B. Coffey

Number of Students: 14

School: Audubon High School

Grade: 10-12

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.

____Inadequate

____Emerging

__X__Proficient

Subject(s): Astronomy
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

The first objective is an activity. If you start with determine and leave off
the first part, its better.
The second objective is much more direct and assessable.
You prepared SmartBoard presentation materials that included review of
the previous lessons to remind students of what they have learned about
the size and relative scale of the planets.

____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )

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.

Evidence (Candidate and Student)

ED FORM 711
0210 ED

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: 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 .

You have an encouraging and genial teaching personality. Students seem

to relate and many are eager to participate.
You handled the issues of attendance and the need to have new group
members join the groups that started working the day before. Consider
having those who dont belong to a group stand while everyone else
assembles. Its easier to see and move the extras.
You also handled the white-out kids choice well!
You settled the minor behavioral issues very subtly like just asking the kid
who was messing with the sun ball to give it to you. Many teachers would
have loudly asserted authority instead. You understand that sometimes just
the smallest correction works better. You do the same when you remind
kids to follow the directions. You know that they know what you want and
that just repeating nudges them into action.
You always remember to thank students for trying.
You wait ad expect more thinking form more students before calling on
someone. This gives the message that everyone thinks and everyone tries
to offer an answer. Yay!!!
You gave a stretch break in between activities. This always works to
energize the students. Consider a 90 second music break also.

____Inadequate

____Emerging

__x__Proficient

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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.

Evidence (Candidate and Student)

ED FORM 711
0210 ED

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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
problem-solving, 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.

You helped them develop mnemonics to remember the names and order of
the planets. (not pneumonic)
When the groups began, it wasnt clear what the task was. It seemed
important to review the purpose and task so everyone had the same
understanding. Sometimes kids who were here the day before need the
reminder and the new kids can get caught up and feel more grounded.
Your intervention to help groups problem solve is very focused. You dont
give answers but pose questions to guide their thinking. Whenever we can
help students solve their own issues together and academically, we are
helping them build skills.
You expected kids to explain things to the new group members. They
needed nudging to actually do it. Were they explaining or just giving he
answers? Consider when and how often to check back with them to see
what happened. The new member should be able to speak to what s/he
learned.
The placing of the planets on the paper universe was fascinating. Students
needed to do some problem solving with the materials.
They had 30 minutes to do the scale and placement activity. Who kept
time? Consider recording the start and end times on the board. Count
down clocks help kids stay on track and budget time. You did set the clock
for 10 minutes to get them to speed up and get finished.
You gave each group more directions on how to get the task accomplished.
This was helpful and seemed a bit spontaneous.
Fascinating to listen to them work together to solve the problems and think
through the placement of the planets. 3 tables werent long enough for one
group so they needed to figure out how to do it.
You didnt assign roles. How are you sure that each student learned as
much any other?
How could they end up with different size planets and different distances?
When is accuracy an issue and who checks?
The final activity was guided by the key words you gave them to assist in
their web search of the composition and layers of each of the planets and
Pluto. Do they know which are accurate and reliable sources to use?

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 711
0210 ED

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

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.

____Inadequate

____Emerging

___x_Proficient

How did the data collection go? It seemed like you did some during the
whole group part but not when groups were working. This is an even better
time to watch, listen and make notes. You should also be noting things to
share with students about how they work in groups to help them think
about how their behavior made the success of the groups possible.
You have a test panned for students at the end of this mini unit which will
be the formal assessment.

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10DISP: 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.

____Inadequate

____Emerging

__x__Proficient

You sound and act like a professional. Your sense of who the students are
and what they need to stay engaged is astute and perceptive.

____Distinctive

Summary Statement: Good lesson. Keep working on assessment.

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 711
0210 ED

Overall Performance: ____Inadequate

____Emerging

___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 711
0210 ED