ED 215R Self-Assessment

Effective Application of the Abilities, Processes and Concepts

delineated in the Conceptual Framework for Teacher Education

Scoring Guide/Feedback
Lauren Checker Lesson 2
1
Emerging

2
Proficient

3
Distinctive

The self-assessment is
thoroughly and
thoughtfully
completed, providing
solid examples to
support analysis.
The self-assessment
clearly reflects
accurate
understanding of
course content,
including theoretical
models, addressed in
ED 225 or ED 325.

Your discussion of the

planning process was
particularly insightful.
You clearly explain
how the Holdaway
Model guided your
planning process.

The self-assessment is
an honest and indepth analysis of your
teaching in relation to
student performance
and the theory.
The self-assessment
includes a detailed
analysis of your
teaching performance
in relation to a WTS
and an AEA. Accurate
understanding of the
WTS and AEA is
clearly evident.
The self-assessment

You identified and

explained what you
learned from this
experience and
thoughtfully reflected
on your practice in
relation to a WTS and
an AEA.

meets L3 Writing
Criteria.
Comments:
This is a strong self-assessment, Lauren. You clearly show how you
used the theory to guide your planning process. In your discussion of
instruction, you carefully detail how you taught this lesson to meet
your lesson objective and evaluated your plan based on student
learning. Next time, also reflect on your instruction and student
learning in relation to the theory. Why, according to the theory, did the
students perform the way they did?
You did a great job of using your assessment to analyze student
learning, specifically those who could retell independently and those
who needed more guidance. What would theory have to say about
that? It sounds like your assessment procedures worked well for this
lesson. What would you do to follow-up this lesson?
You discuss how you incorporated earlier feedback to strengthen this
lesson. It will be interesting to see how you incorporate the feedback
from your CT from this lesson into your next one.
Nice work!
From watching your teaching on the video:
You clearly set the lesson objective and review the parts of the story
beginning, middle, and end, using your anchor chart. You tell why its
important to be able to retell and then begin to read the big book using
the pointer to demonstrate 1-1 match. (Retelling also helps us to
understand and remember the story better.) You stop and point out he
characters and then the setting, using the pictures to explain your
thinking. You continue on reading and again use the pictures and text
to determine the middle and then the end of the story. You engaged
the children in reading the repetitive parts of the story and through
turn and talks. After reading, you used the anchor chart to show the
children how to retell. You introduced the retelling sticks and modeled
how to use them using the billy goat book. You did a great job of role
playing how to use the sticks appropriately with one of the children.
You did a great job of setting the expectations before you sent the
children off to their independent reading. You set out to confer with
the children. (The audio was not working on the clip for some of the
conferences.) It appeared like you were conferring with the children
about their use of retelling, providing additional support as needed,
and assessing their learning. You called the children back together
again, gave them some specific feedback in the whole group, and then

settled them into using the retelling sticks to retell their stories with
their partners. (Again, the audio was not working.) On the clip, you
walked around to check in with various pairs as they retold and then
closed the lesson.
There were many fine aspects to this lesson, Lauren.
Great book selection to teach to your learning objective! This was a
familiar story that you had read previously to the children so that they
could now focus on retelling.
You gradually released the responsibility from teacher to the students
throughout the workshop.
You taught to your lesson objective throughout by clearly stating the
objective and keeping the focus on it throughout the participation,
practice, and performance parts of the lesson.
You conferred with individuals and pairs of children, providing
additional support, as needed. You also appeared to assess their
thinking as you conferred.
You were well organized and clearly demonstrated that you knew what
you were teaching.
Nice work!