Practicum

INTR613

Evaluation Checklist

Jade Yi
Name ofPracticum Intern
Cheri Pierson

7/15/16
Date

Name ofField Supervisor

Moraine Valley Community College

Location of Class
Ellen Leahy & Jenn Carver
Cooperating Teacher

Assess the instructor's performance in the following areas. Comment on strengths as well as areas in
need of improvement. (You may write brief comments in each category a~d/or add comments to the
final page.) Use this for the final conference between practicum intern and field supervisor.

I. PLANNING.
A. Clearly-articulated lesson plans.
- Lessons are carefully structured.
- Some "recycling" occurs.
- Activities are sequenced appropriately.
This is one of Jade's strengths. Her lessons were very well prepared and her plans are detailed. She
integrates transitions, well sequenced activities and moves from simple to difficult concepts. She integrates
appropriate content and meaningful activities for these higher level learners.
B. Objectives: clear and focused.
- Limited in number.
:'~
- Appropriate for student level and class goals.
Objectives are clearly displayed and reviewed with students. She assesses students in the lesson to make
sure they con1prehend the new inforn1ation.
C. Beginning of class.
- Student attention focused.
- Review/preview
The opening is welcoming and to the point. She establishes a focus so that students know the topic. She
clarifies terms, uses the board and has students engaged at the very beginning.
D. Closure: end of class.
- Class ends with a clear sense

of closure.

There is a sense of closure with Jade reviewing the day's focus and reviewing with students the homework
and the important concepts they've learned.
E. Use of textbook.
- Textbook used creatively.
The text Speech Con1munication Made Simple is a springboard for other materials that she integrates into
the lesson. She uses the text well, has a good knowledge of the content but she is not using it in a lock step
manner.
F. Use of visual aids and other instructional materials.
- Tapes, objects, transparencies, pictures, and other materials
used to create interest and encourage comprehension.
She uses the whiteboard, handouts, and outlines.

G. Lessons appropriate for level of student proficiency.

- Students are not asked to learn material which is
too difficult or too simplistic.
The class is a high level but there are nlultiple levels within the classroom. She scaffolds material to meet
the various needs in the classroom. The story activity was challenging and needed some clarification.

II. INSTRUCTIONAL SKILLS.

H. Questioning skills.
- Variation in questioning patterns.
- Some communicative questions when appropriate.
She uses a variety of display and referential type questions and questions students in different ways. She
had to clarify questions a couple of times.
1. Group work.
- Groups set up carefully.
- Group activity is structured, clear.
- Some variation in use of groups.
Nice variety in groupings especially from WC, pairs to individuals. She had some difficulty setting up the
story activity but she addressed questions well and through strong monitoring was able to clarify so
students could carry out the activity successfully.

J. Learning activities.
- Variety of activities to reinforce learning.
- Various learning styles taken into account.
- Activities relevant to objectives.
She pitches to the different types of learning styles. She is more aware of auditory, kinesthetic and visual
activities that appeal to different students in the class.
K. Pacing.
- Lesson is not too slow or too fast.
Quite consistent. Periodically she rushed a little but overall about right.
L. Level of student interest.
- Students seem involved and engaged in the lesson.
She held the students' interest most of the time. She grew in being learner-centered in her teaching.
M. Error correction strategies.
- Correction of errors is appropriate to tasks
emphasizing fluency or precision.

- Students are not stigmatized for error.

- Use of a consistent strategy.

She uses different ways to correct but always respectfully. She alerts students that there is a problem and
she encourages them to self-correct.
N. Classroom management.
- Instructor is aware of student problems.
- Instructor deals with disruptions effectively.
She did not know this class very well and she was able to step in and execute a successful lesson. She used
their names and answered questions. She realized when something wasn't working and restated it.

O. Ability to adapt/extemporize.
- Ifchange is necessary, it is done smoothly;
not too much "down time."
She thinks on her feet quite well. She's at ease in the classroom and her materials supported her teaching.
P. Teacher's language.
- Clear, native-quality speech.
- If simplified, speech is at a level
appropriate for the students.
She projects well. Good eye contact as she addresses students in WC and group- activities.

Q. Classroom ambiance.
- Low-threat: nlistakes are allowable.
- Instructor strives to create sense of community.
There is a good ambiance in the classroom. Students feel free to make mistakes and give responses to
various questions. She is very at ease with these students and the students work together well.

III. PERSONAL QUALITIES OF INSTRUCTOR.

R. Presence/style.
- Appropriate energy level.
- Professional tone.
She has a professional and approachable demeanor in the classroom. She has a good sense of humor and
relates comfortably with students.

S. Rapport with students.

She has a very positive rapport with students. They did not have time to get to know her but they truly
respected her. She was able to empathize with their challenges in learning language, going to college in a
foreign country and work on making a living.

IV. GENERAL COMMENTS AND SUGGESTIONS.

Jade is a planner and writes out detailed lesson plans. Her delivery was good. She had some challenging
content to cover and stepping into someone else's classroom on such short notice is quite a task. She is a
smart teacher and thinks about what she says or how she replies to students questions. She also scaffolds
material quite well supporting each phase with the board. She is focused on the lesson objectives and
students understand the trajectory of the lesson.
She models well and is patient with students' progress. She has good transitions and had a few areas where
the instructions were somewhat hard to understand. She is student centered and more interactive with the
learners. She empathizes with them. She builds background knowledge and is aware of the various cultures
represented in the classroom. She emphasizes key vocabulary and links it explicitly to the lesson. She needs

to focus on wait time, ongoing clarity with instructions for communicative activities, and developing error
correction strategies.
She works hard to make the new information comprehensible. She uses a variety of techniques and
provides practice (guided and free) for the lesson focus. She is comfortable with the students, knows their
names and addresses their questions well. She has been a joy to work with and has demonstrated a
teachable spirit throughout this practicum. I have appreciated her flexibility to work with two different
teachers and their classrooms in a very short period of time.