31 Dec 2017 Page 1 of 5

Intern Name: Kelly McGonagil

Internship: 2017FA-SPE-634-01

Submitted: Oct 19, 2017 Supervisor(s): Kristin Wiseley

Course/Term: SPE-634A - 01-XList : Tchg Adpt-Stds Mentor(s): John Hough
W/Lrng Disabili ( 2017FA )
Assessor: Kelly McGonagil (Intern) Site: Arrowhead High School - South Campus, 700 North Ave, Hartland WI 53029
Comments: Subject(s): Admin, Art, Biology, Elementary-Early Childhood, Elementary-Middle Childhood, English,
History, Language Arts, Math, Science, Social Studies
Grade(s): Pre-K, K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th

Directions

Please note student’s strengths or areas in which s/he can improve in each category below. When possible, please provide specific examples or comments to
support your view.

FEM SPE 620 or SPE 634 Observed Lesson 1 - Supervisor's Feedback & Student Self-

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
1. Planning and Preparation
(AEA:
Conceptualization/Diagnosis
– WTS: 1, 7 – DISP:
Respect, Responsibility -
CEC: 1, 4, 5, 9, 10) • Uses
teaching resources and
curriculum materials that are
appropriate in representing
the ideas and concepts. •
Plans instruction
appropriate to students’
stages of development and
learning styles. • Links new
ideas to familiar ideas and
makes connections to
students’ experiences. •
Provides opportunities for
active engagement,
manipulation and testing of
ideas and materials. •
Knows how to enhance
learning through the use of
a variety of materials. •
Values flexibility in the
teaching process by
monitoring and adjusting
plans and adapting
instruction when necessary
and appropriate. • Chooses
appropriate teaching
strategies, learning
experiences, and materials
to achieve different
instructional purposes and
to meet student needs. •
Varies his or her role in the
instructional process in
relation to the content and
purposes of instruction. •
Plans motivational
instruction by relating
lessons to students’
personal interest. • Seeks to
find ways to meet the needs
of diverse learners.
1/6 (16%)
WI-WITS.1,
WI-WITS.7
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My lesson used a variety of medium including a smartboard powerpoint, hands on counting stations, and an online math
program for additional practice. The overall lesson itself incorporated images that were of interest to this particular student
(football/sports related), as well as ideas that were familiar to the learner through other areas of instruction: vocational and life
Comments: skills training. Strategies used throughout the lesson were meant to facilitate independence of the counting skill, and instruction
was conducted in a way that allowed for modeling, guided practice, and independent work. The learner was aware of the
generalized use of the target skill , which can be seen during our "Café" days when students prepare and serve lunch for the
school staff.
2. Classroom Environment
(AEA:
Coordination/Integrative
Interaction – WTS: 2, 3, 5 -
DISP: Respect,
Responsibility – CEC: 2, 3,
5) • Shows respect for the
diverse talents of all
learners. • Uses knowledge
about human motivation
and behavior to develop
strategies for organizing
and supporting individual
and group work. • Is
committed to the expression
and use of democratic
values in the classroom. •
Organizes, allocates, and
manages the resources of
time, space, activities and
attention to engage
students in productive
tasks. • Knows how to help
students work productively
and cooperatively with each
other. • Uses strategies of
effective classroom
management to promote
positive relationships,
cooperation, and purposeful
learning in the classroom. •
Respects students as
individuals with differing
personal and family
background and various
skills, talents and interests.
1/6 (16%)
WI-WITS.2,
WI-WITS.3,
WI-WITS.5

I look at all learners as the individuals that they are and always treat them in a respectful manner. This was demonstrated
throughout the lesson, and while this lesson was one-on-one, my interactions among all students in the class remain
Comments: professional. I promote independent thinking, positive choices, and want my students to make connections to real life
experiences. In doing so, I organized a lesson that reflects this mindset. The less was organized and prepared ahead of time,
and was a productive use of the allotted time for Math instruction.
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3. Instruction (AEA:
Communication,
Coordination, Diagnosis,
Integrative Interaction –
WTS 4, 6, 7 - DISP:
Respect, Responsibility,
Communication – CEC: 4, 6,
7, 8, 9) • Uses different
representations and
explanations of concepts
when necessary to
accommodate students who
approach learning from
different conceptual
frameworks. • Uses teaching
approaches that address
different learning styles and
performance modes. • Uses
instructional strategies that
promote student learning for
a range of student abilities.
• Encourages discussion. •
Elicits samples of student
thinking orally and in writing.
• Values the development
of students’ critical thinking,
independent problem-
solving, and performance
capabilities by using varied
teaching and learning
strategies to engage
students in active learning. •
Modifies explanations when
necessary to assist
students’ understanding. •
Organizes, prepares
students for, and monitors
independent and group
work. • Recognizes the
importance of verbal and
nonverbal communication. •
Is a thoughtful and
responsive listener. •
Communicates in ways that
demonstrate a sensitivity to
cultural and gender
differences. • Models
appropriate communication
strategies in conveying
ideas and information. •
Supports learner expression
in speaking and writing, and
other media. • Knows how
to ask questions and
stimulate discussion in
different ways.
1/6 (16%)
WI-WITS.7,
WI-WITS.4,
WI-WITS.6

My lesson started with a review portion of skills already learned. These skills were needed to complete the stations activity, and
therefore a review of them was necessary. The activity itself incorporated the use of modeling, guided practice, and fading to
independence. Supports (number line) were meant to assist the learner through the activity as needed. Though this support has
Comments: been used in the past, it seemed to be ineffective during this lessons. As discussed, I believe a more appropriate visual support
so the learner can match the number of items to be counted to a grid or template would prove to be more effective. I have an
awareness of the learners abilities and challenges throughout the lesson, and am willing to adjust instruction to match the needs
of the learner.
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4. Assessment (AEA:
Diagnosis/Integrative
Interaction – WTS: 8, 9 —
DISP: Collaboration,
Communication – CEC: 1, 5,
8, 9, 10) • Knows how to
select and construct
assessment strategies and
instruments. • Uses
appropriate assessment
techniques to enhance his
or her knowledge of
learners, evaluate students’
progress and performances,
and modify teaching and
learning strategies. • Solicits
and uses information about
students’ experiences,
learning behavior, needs
and progress from
cooperating teachers and
the students themselves. •
Evaluates the effect of class
activities on both individuals
and the class as a whole,
collecting information
through observation of
classroom interactions,
questioning, and analysis of
student work. • Uses
classroom observation and
information about students
as sources for evaluating
the outcomes of teaching
and as a basis for reflecting
on and revising practice.
1/6 (16%)
WI-WITS.8,
WI-WITS.9

My lesson allowed for multiple modes of assessment. During the stations activity, I was able to actively collect data through
observation and scoring of each station. This information provided me immediate feedback on the learners performance of the
Comments:
target skills. Additionally, the learner engaged in 3 online math lessons for additional counting practice. The online program
used, scores and saves a record of the student's performance for which I can refer to at anytime.
5. Professional
Responsibilities (AEA:
Communication/Integrative
Interaction – WTS: 10 –
DISP: Responsibility,
Collaboration,
Communication – CEC: 2, 5,
10) • Relates professionally
and effectively with the
cooperating teacher and
faculty. • Dresses
professionally and
consistently portrays a
professional demeanor. • Is
enthusiastic about teaching.
• Seeks out the cooperating
teacher to support his/her
development as a learner
and a teacher.
1/6 (16%)
WI-WITS.10

I felt my enthusiasm for the vocational, and life skills aspect of my job were demonstrated throughout this lesson. I find joy in
Comments: helping students develop these skills, and am always willing and eager to learn new strategies, from other teachers and
professionals in the field. I am professional and demonstrate effective communication and collaboration throughout the lesson.
6. Summary Statement and
Areas to Concentrate on
Improving
1/6 (16%)

Overall, I think this lesson was well planned out and incorporated a variety of modes for learning. The student found meaning in
the lesson and could make connections to other aspects of our school week that incorporates the counting skills. My use of
Comments:
supports, and determining what the best possible support is, will be my area of focus for future lessons. I think improving in this
area will help my students find greater success and independence in developing their skills.
12.000 pts | 66.67 %
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