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    FOCUSED PROFICIENCY OBSERVATION #2: teacher planning and instruction delivery. Bridget Bourke uses subject knowledge to design activities that promote interest, participation, and learning. How does the Apprentice Teacher demonstrate an awareness of individual student needs?

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    FOCUSED PROFICIENCY OBSERVATION #2: teacher planning and instruction delivery. Bridget Bourke uses subject knowledge to design activities that promote interest, participation, and learning. How does the Apprentice Teacher demonstrate an awareness of individual student needs?

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    © All Rights Reserved
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    31 views2 pages

    Fpo2 Pfister

    Uploaded by

    api-316035237
    FOCUSED PROFICIENCY OBSERVATION #2: teacher planning and instruction delivery. Bridget Bourke uses subject knowledge to design activities that promote interest, participation, and learning. How does the Apprentice Teacher demonstrate an awareness of individual student needs?

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    © All Rights Reserved
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    FOCUSEDPROFICIENCYOBSERVATION#2

    TeacherPlanning&InstructionalDelivery
    APPRENTICETEACHER: BridgetBourke
    OBSERVER: ValerieR.Pfister
    DATEOFTHEOBSERVATION: March14,2016
    SUBJECT/GRADELEVEL/CLASSPERIOD: ANATOMY&PHYSIOLOGY/GRADE11/2NDPERIOD

    RECORDOFTHEOBSERVATIONBELOW
    HowdoestheApprenticeTeacherusesubjectknowledgetodesignactivitiesthatpromoteinterest,
    participation,andlearningforallstudents?
    Dr.Bourkeisverycleverincomingupwithactivitiesthatsupplementthelessonconcepts.Theactivities
    allowthestudentstolearnthroughinquiryandhandsonlearning.Fortodayslesson,thestudentswere
    gettingintroducedtothelawsofphysicsthatgovernrespirationandhadtobuildalung/chestcavity
    usingabottleandballoons.

    HowdoestheApprenticeTeacherdemonstrateanawarenessofindividualstudentneedsandincorporate
    specificaccommodationstotheseneedsinthelessonplan?
    Dr.Bourkecoversmanymodesoflearningandlearningstylesinherlessondesign,oftenincludingpictures
    andgraphics,readingmaterials,andhandsonactivities.

    HowdoestheApprenticeTeacherdemonstratetheabilitytoteachthesubjectandcognitivelyengageall
    studentsinsignificantlearning?
    SheisefficientlyusingtheGradualReleaseteachingmodel:Ido,Wedo,Youdo!!Soshehelpsthe
    studentsunderstandthematerialthroughdemonstration.Shealsousesrealworld,memorableexamples
    thatareofinteresttothestudents

    HowdoestheApprenticeTeachercommunicateclearlyandarticulately?
    Sheisveryclearwithherdirections..bothwritten,oral,andsometimesvisual!!

    HowdoestheApprenticeTeacherformativeassessmenttechniquestoenhancestudentsparticipationand
    learning(evidentinlessonplanningandclassroominstruction)?
    Dr.Bourkehasincorporatednumerousformativeassessmentsinherlessonsoverthepastweek,including
    suchthingsasobservationwithdocumentation,individualwhiteboards,classroomdiscussionswith
    individualresponses(thumbsupifx,ordownify),andexitslips.


    HowdoestheApprenticeTeacherdemonstrateflexibilityandresponsivenesstostudentsneedsduring
    instruction?
    Dr.Bourkeisverypatientwithstudentquestionssometimestablingthemtocompleteanidea,but
    alwaysreturningtothequestionatanappropriatetimetoprovideananswer.

    CommentsforDebriefing&ClassroomManagementTips(TryThis!):
    Oftentimes,Dr.Bourkeissoinvolvedinherpresentation,thatshedoesnotnoticestudentswhoare
    offtask(onphone,sleeping,whispering)...Isuggestshedominutevisualsweepswheresheintentionally
    looksateveryoneintheclassthenuseproximity/orgentlequestioningtogetthepersonbackontask.
    Transitionsarenoteasyasstudentsoftenviewthetimeasfreeandthenwanderofftask.Isuggestshe
    usegentleencouragementwiththosestudents(perhapsaskthemtosharetheirresultswiththeclass,or
    telltheclassofanyissuestheyhadwiththeactivity)oruseoneoftheotherclassroommanagement
    techniquesmentionedbefore(claponce,ifyoucanhearmeorraiseyourhandasasigntoreturn
    attentiontotheteacher)

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