31 Dec 2017 Page 1 of 5

Intern Name: Kelly McGonagil

Internship: 2017FA-SPE-634-01

Submitted: Nov 27, 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 2 - 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
31 Dec 2017 Page 2 of 5
My lesson used a Pearson's Environmental Science curriculum and textbook. As discussed, the text appeared to be at an
inappropriate level for half of the students, and an Attainment curriculum may better suit their needs. That being said, given the
materials that our classroom has, I tried to supplement the text with visuals, discussion, and an activity that more closely
Comments:
matched the abilities of the students. The lesson used a variety of materials including use of a smartboard slideshow, audio text
which was read to the class, worksheets, and an activity which allowed the students to move about the room. Students had
independent work time, and small group instruction incorporated in this lesson.
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

The lesson, being a small group format, allowed for interaction with a diverse group of learners. The skills, abilities and interests
of the group vary greatly, and I tried to respect and address the needs of every learner in the group. In doing so, many modes
Comments: and styles of teaching were utilized. Additionally, I thought the overall scope and sequence of the lesson was fairly well
organized. I think the lesson flowed well, and the students were engaged and actively participating. I would like to be able to
manage my time better to ensure all material is covered in the allotted time frame.
31 Dec 2017 Page 3 of 5
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 group discussion of the environment. Throughout the lesson, we read text as a group, listened to audio
of their text, read through vocabulary words, discussed environmental concepts, described visual representations of
environments, and participated in an activity involving movement. These various modes and teaching styles were utilized to
Comments: enhance student understanding of the overall concepts, as well as ensure that different learning styles were able to benefit from
the lesson. While we had some discussion incorporated throughout, I would like to improve in this area. One way to effectively
add to the discussion would be to create a list of open-ended questions prior to the lesson for which I can ask students during
those conversational times.
31 Dec 2017 Page 4 of 5
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

Students involved in this lesson were assessed on two different items. The first was more of an informal assessment on their
ability to formulate a descriptive sentence about the environment they were matched with. This information was recorded on a
daily data collection sheet for teacher purposes. The second form was an indicator of what they have learned through out the
lesson. Students were asked to answer 6 questions, either fill in the blank or multiple choice. For this portion, students were split
Comments:
in to 2 groups. Group 1 worked independently, and group 2 worked together. These students had their sheet read to them, and
1 student had their answers scribed. We discussed using more visuals and including a computer based worksheet to better
address the needs of the students in group 2. These changes would help increase independence in completing the
assignment.
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 remained professional throughout the duration of the lesson and felt enthusiastic when instructing the material. I have a great
rapport with the students in the room, and I think this was evident during the our time. I make an effort to be inquisitive about
Comments:
the subjects, protocols, and teaching styles of our room, but perhaps need to seek out additional input from other special ed
teachers as well as our director.
6. Summary Statement and
Areas to Concentrate on
Improving
1/6 (16%)
31 Dec 2017 Page 5 of 5
Overall, I felt confident and enthusiastic when teaching this lesson. I was pleased with the amount of student involvement and
engagement throughout, but think some of the material may have been a bit challenging. I hope to be able to address this with
Comments: my cooperating teacher, and make strides towards a more appropriate curriculum. Things to improve on for future lessons would
be better meeting student needs in terms of assessment (ie computer/typed answers vs. worksheet) as well as eliciting group
discussion through the use of open-ended questions.
12.000 pts | 66.67 %