You are on page 1of 5

ALVERNO COLLEGE

LTM 622 ASSESSMENT FORM


Candidate: Jamie Ann Carmody

Assessor: Aubrey Vogel

Advisor:_____

Date: August 1, 2013

Grade/Subject: 11/12 Graphic Novel


Topic/skill taught: Review for exam
School: Greenfield High School
Completed by: (check one)
Observation: (check one)

___ Cooperating teacher


___ 1st observation

___ Education supervisor


__X_ 2nd observation

Planning (conceptualization/diagnosis/coordination)
1. Demonstrates content knowledge (1.4)

2. Designs instruction based on assessment of student strengths,


needs, learning styles, and learning differences (3.1, 4.1)

3. Coordinates resources to design effective instruction (9.4)


consults with cooperating teacher
uses print, audio-visual, and computer technology
4. Plans motivational instruction by relating lessons to student
interests, provides student choice, questioning, and
investigation, particularly through the planning of lesson
plans that relate to the research process, PBL, and/or
literary theory (when possible/as curriculum dictates) (1.1,

_X_ Candidate
___ Other (specify) ________________

Comments
1. I showed this throughout the class by answering questions that the
students had throughout the review session. When I couldnt
explain it properly, I asked Wendy to help me out with a better
explanation. I wanted to make sure the student got the correct
information.
2. I based the review off of the way the exam was going to be. I
created an environment however that fostered different learning
styles. I placed the groups together so that they could easily
communicate and bounce ideas off of each other. I tried placing
outgoing students with like students and quite students the same so
that each voice was heard.
3. I talked with Wendy a lot during this lesson plan because I wanted
the most updated information that the students were going to get
tested upon. I also used the SmartBoard along with pictures/word
banks (text), as well as had the groups choose a scribe so they could
write down their answers.
4. I chose a review that would excite the students and get them
motivated. Candy was the easiest reward, however upon talking
with Wendy she suggested that giving extra credit points always
works as well. I gave the students a kinesthetic activity so that way
it wasnt just read the question and answerI thought that was a

5.2)
Inviting (communication/integrative interaction)
1. Contributes to a welcoming learning community
(learns student names, talks with students before and after
the lesson) (3.8)
2. Recognizes the importance of verbal and nonverbal
communication in projecting a pleasant, professionally
engaging demeanor while interacting with the cooperating
teacher and students (effective use of inflection, volume, eye
contact, gestures, facial expression, body positioning,
movement in the classroom) (6.4)
3. Develops a learning community that promotes individual
and collective efficacy.

Teaching (communication/diagnosis/integrative interaction)


1. Sets context for the lesson (5.1)
2. Demonstrates enthusiasm for teaching and learning (1.3)
3. Models and supports active listening, interactive discussion,
and thoughtful response in reading, writing, and other media
(2.3, 6.1, 6.2), using specific listening and speaking strategies
acquired from coursework.
4. Implements accurate discipline-specific pedagogy.
5. Uses different types of explanation, levels of questioning, levels
of writing, and discussion to challenge and support student
thinking (3.2, 6.3)
6. Manages resources of time, space, activities, and attention to

neat way. It allowed students that didnt necessarily know all the
answers still an opportunity to learn and to win.
1. I cheated a bit on this one. I put up name tags by the students. I
learned of their names but there were those few that I could never
place their faces with their names, however I did chat with the
students before hand and after class we had a small talk about their
summer plans as well as mine. I feel that this allowed the students
to realize that I do care about their future.
2. I feel that I did this, however it was a little nerve wracking even
though I did teach the class a week before hand. I feel that me and
Wendy work really well together and I was able to ask her to help
define certain terms that I couldnt explain fully to the students. I
tried staying in front of the podium the entire class so I was within
the classroom activity. I also always had a smile on my face so the
students knew that this was, after all only a game.
3. Wendy, my co-op teacher did a great job before I even entered the
classroom of creating a learning community, that when I came in I
was just accepted into that community. I tried to make that
community work on my lesson day by allowing students to choose
their groups if they wanted otherwise they could let me just place
them into certain groups. A few chose the opportunity to be with
their friends while the other 2/3 of the class chose to allow me to
place them into groups. I worked collaboratively with my co-op
teacher to place the students in groups where each voice could be
heard.
1. This is an area where I struggled with this entire summer. About
mid-way through the lesson I informed (made more clear) that this
was so they could more easily pass their exam the next day.
2. I feel that I did a great job at this. I showed support throughout
their answers and throughout their shots to gain their team points.
3. When the students had a question I pinpointed their problem and
offered a solution and also had the class be quiet on several
occasions so they could hear a response from a student.
4. Everything that was in the class review game was something that
was going to be on their exam the next day. I made sure that the
students understood why certain terms were used instead of others,

engage students productively (5.3)

Assessing (diagnosis/integrative interaction)


1. Uses appropriate informal and formal assessment strategies
that link to lesson objectives (8.1)
2. Develops ELA criteria to provides specific feedback to learners
and involves them in self assessment (8.3)
3. Reflects on the impact of the lesson on student learning,
modifying the plan and instruction when appropriate (8.5)
4. Reflects on own performance in relation to Alverno
education abilities and WI teacher standards (8.5, 9.2, 9.3)

and towards the end of the game I made them answer why they
were in fact those terms to hear first-hand if they were able to
understand the term.
5. Once again, if I couldnt get an answer across to the students where
I could see that they understood it and a student said it in a different
way that made more sense I allowed them to explain it to the class,
as well as the time that I asked my co-op to explain something in a
different manner because I could see and hear the confusion in the
classroom.
6. My lesson plan went a little bit over the estimated time, but my coop teacher and I discussed before the class that if it went over it
would be ok because the review is something that the students
needed. We changed up the final assessment to fit in with the loss
of time to allow students to take part of it home. I utilized the entire
classroom so the students were more spread out and had more
space. I also created an activity that would get students excited to
play and to of course win.
1. This lesson was very direct that the lesson was linked to a review
session. I did however have to remind the students that this wasnt
for my own good and if they chose not to participate that was their
call but everything that we were going over throughout the class
was going to be on their final the following day.
2. I made the game so that the students would be able to receive
immediate feedback on if their answers were correct or incorrect. I
also, midway through, instead of answering why answers were the
way they were, had students give their peers feedback on why the
certain phrase was the correct answer so that way it was phrased in
a way that made sense to the students.
3. I talked with the students after you, Aubrey, left so that I could
actually gauge what the students thought of the lesson and if they
received any information that was of use to them. The reason I
waited is because they thought that I would get a better grade if
they kept saying they liked the lesson in front of you. However, I
did find that they found the game useful, and they liked that it was
the same game that they play in every other review session in their
classes. Some thought it wasnt entirely fair, however, I feel that
there will always be that one student that wants the game to go their

way so they can win.


4. Alverno abilities: Communication (Using oral, written and media
modes of communication to structure and reinforce learning
processes.) With this lesson I used all three of the modes of
communication in order to help the learning process. I had the
students help explain to the other students the answers so that way
they could hear it from my view as well as one of their peers.
Integrative Interaction: There was a point in the class where I was
trying to describe a certain GN term and I couldnt get it across to
the students. So I asked my co-op teacher to help me out. One she
has had more years teaching this subject where I thought her
expertise could come in use, and two, I wanted the students to know
that if I didnt know something I wasnt going to make it up, I
wanted them to get the correct information and since my co-op
teacher and I have such a good relationship where I can ask her
questions throughout my lesson I feel that it showed to the students.
Analysis of Overall Performance, Including Dispositions:
At first I was a little nervous for this lesson because I had never done a game like this before for review. Like most teachers, I always go with
Jeopardy. I feel that that game is always used but therefore allows for the students to naturally know what is going on and what is expected of them.
However, I feel that with this new game, I now can do other games that get students active (in a way) and allows for students to still acquire the same
knowledge. I think I did well with this lesson, I showed the students that I cared how they did, I did not let them run me, even in the loud and chaotic
atmosphere that that specific class always brings with them.
Overall performance
_____inadequate

_____emerging

___X__proficient

_____distinctive

LTM 622
Observation reflection questions
1. What theorist(s) informed the design and/or implementation of this lesson? Explain.
The theorists most evident in my lesson plan is hands down, Gardner. I used the MIs throughout this entire lesson. The students had to
work in groups triggering their interpersonal intelligence, they had to throw things in the middle of the room triggering their kinesthetic
intelligence, I used the SmartBoard with pictures of the different panels triggering their visual intelligence, and then verbal and
linguistic intelligences were used by reading the different choices placed upon the SmartBoard and process of elimination with certain
slides that had more than one element to identify.
2. If you were to teach this lesson again, what elements of the design and implementation would you retain? Would you change anything?
Explain.
I would keep most of the lesson but maybe perhaps give each word bank their own picture to eliminate the confusion that arose from the
situation. I would also keep the way my room was set up, even though some students thought that it was unfair that other students were
closer to the targets, I liked how other students/groups found ways to gain points from their disadvantages. I do however, need to start
putting a beginning slide in my lessons that explain directly the target I am trying to reach and what I am hoping the students take out of
the lesson.
3. What particular approaches to your discipline/strategies from 622 did you incorporate into this lesson? Discuss their effectiveness.
I tried to go with something that the students could have fun with. If the students arent somewhat invested in the activity they are
going to stop paying attention and therefore the review activity is pointless because the students arent learning anything. Also, I took
in the idea that moving around, in this case throwing things towards the center, it is also boring. The small time that is allotted to
throwing objects towards the middle of the room is a small release that can allow them time to process the next bit of information. I
found that during the class when we would stop the lecture parts of the class and do small activities that get us up and moving.
Especially for a class that last 2 hours.

You might also like