Student Teaching Seminar Intern: Kelli Henderson Date:

1-19-17
Oakland University Secondary Teacher Education
Supervisor: Joseph G Sayers
Observation Visit: 2/5 ClassPeriod Biology/ 6th

Explaining and Specific Feedback and evidence

Modeling Content,
Practices and Kellis lesson goal was to develop and use a model to describe why asexual reproduct
Strategies offspring with genetic variations. She wanted her students to understand and be know
oInstructional goal also was for students to have an understanding of the various traits and genes th
Approach
oStructure of Content/
objective prior to doing a lab activity. Students were able to appropriately discuss and
Practice/Strategy
oExplicitness of
Content/
Practices/Structur
The standard for todays lesson was MS-LS3-2. Kelli had launched the class session wi
e a lab activity. The ultimate goal was to evaluate the genetic and evolutionary advanta
oHelping students lunch bag that contained multiple colored M and Ms or a bag of all one color. Through
make sense
be eliminated due to various crises that might occur in nature. These included invasiv
relationship.
Appraising,
choosing, and
modifying tasks
and texts for a
specific learning Following the separation of the M and Ms (traits and genes), Kelli held a whole class d
goal
discussion was to show how each negative event affected the population and was a co
oStandards and
Objectives
consequences in a way that Kelli was able to ascertain levels of understanding.
oChosen curriculum
and modifications
made
oSupporting students
to engage Prior to the lab she elicited responses about previous knowledge of asexual and sexua
intellectually in organisms are part of a cell cycle and ecosystems need both asexual and sexual repro
the task and text
oLaunch and students could get the big picture and a better idea of how all these concepts tied tog
Conclusion of and the cell cycle. Students could add to and review their notes about the cell cycle t
task/text

Formative Kellis lesson plan featured a whole class discussion with the objectives of this cell cyc
Assessment
students separating their population of M and Ms as a result of various negative happ
oData Rich
Assessment
that made all students feel comfortable, engaged, and enjoying the activity.
oEmbedding
Assessment
oAnalysis of Student
Understanding
oAnalysis of Teaching
needs

Eliciting and
Interpreting
Individual Student
Thinking
oSubject matter for
question
oInitial question and
follow up
questions
oEliciting student
thinking
oInterpreting student
thinking

Leading Class
Discussion
oContent of Discussion
oPlanned Questions
and Transitions
oTeaching Moves
leading discussion
oTeacher
encouragement of
student
contributions

Adaptations, Specific Feedback and evidence

Modifications, and
Extensions

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 Including Special Kelli and her cooperating teacher are well aware of all their special needs students an
Populations
special needs students who have these accommodations. Several of these students a
Central Questions:
modifications are implemented.
Did the instruction
help special
populations in
regards to
explaining and
modeling
content/practices/
and strategies?
Other core Comments
expectations
o Rapport with Students Kelli continues to exhibit a professional demeanor while demonstrating
o Mutual respect interest and enthusiasm within her placement. Her relationship with her
o ______________
o Professionalism students is one in which her students see her as a fair, knowledgeable,
o Appearance friendly, and focused teacher. Kelli shares a spontaneous humor along with
o Actions
o ______________
her CT. This is well received by her students. She continues to progress in
o Classroom voice projection and the pacing of the lesson and is now starting to put
management closures and reflections on her lessons. She and her cooperating teacher
o Minimal
confusion pair very well and he is very satisfied with her progress as she has inherited
o Smooth his full biology curriculum. Keep up the good work.
transitions
o Gender equitable
practices
o Culturally
equitable
practices
o Management
Plan
o Alert to
individual
behaviors
o Adequate wait
time
o Other:_______________

Expectations for Next Observation

Supervisor Signature:_________________________________________________________________ Date:________________

Intern Signature:_____________________________________________________________________Date:________________
(signature acknowledges receipt of feedback)

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