ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

Candidate: Brittany Balash Supervisor: D. Habanek Cooperating Teacher: J. Glosson School: Barton Elementary Planning and Preparation (AEA: Conceptualization/Diagnosis
WTS: 1, 7DISP: Respect, Responsibility) 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. ____Inadequate ____Emerging __X__Proficient ____Distinctive

Check One: 1st Observation _X__ Date: 3.10.11 Number of Students: 28 Grade: 6

2nd Observation ___

Subject(s): Social Studies

Evidence (Candidate)

You planned a lesson intended to get the kids fully engaged in the concepts by first reviewing the major events that occurred during the creation and early years of the U.S. Then the students were to work in groups to dramatize specific events. Your objective is okay. You also included the method by which they would show their understanding of one event. That isnt necessary because it isnt an objective but okay. If you wanted to add an objective for drama it should be separate. You set the stage for this lesson by having students study the timeline events and make a timeline so they would have an understanding of the content.

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Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility ) 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.

Evidence (Candidate and Student) Group processes are difficult when you arent sure how experienced they are at using legitimately collaborative behaviors. Consider the size of group the larger they are, the better group members need to be at cooperating. Also, the more complex the task should be so that everyone has something meaninginful to contribute. Six is really large for this age kid unless theyve been doing group work a lot and are good at it. Its actually easier to monitor more groups that are more fuly engaged that fewer groupa that are having behavior/collaboration problems. Consider also the need to set ground rules about listening and voice volume. This is a great opportunity to keep a chart of participation and behavioral notes so you can reinforce the kinds of things you wanted to see and recognize those who acted well in the group and really contributed. You moved fast around the room to monitor the groups as they worked. There was a lot of energy in the room. You use the bell very effectively what a nice signal to get their attention. Despite the volume and exuberance, it worked very well, providing you opportunity to give a halfway point time directive. That was excellent. You helped them get or stay on track and increased their sense of use of time and collaboration. The positive comments and complimenting was inspired! You set the stage for avoiding anything negative. You insisted on respect for the performers, repeating this directive when necessary. Setting the bar high for behavior gets results. You ended the lesson by asking students for feedback about the activity. The best part was that you really listened. Its east to gain student cooperation and confidence with this simple action. Good for you!

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility, Communication) 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. ____Inadequate ____Emerging __X_Proficient ____Distinctive Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9 DISP: Collaboration, Communication) 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. ____Inadequate _X___Emerging ____Proficient ____Distinctive
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Evidence (Candidate and Student)

The skit activity provided them a really engaging way to go through the events on the timeline. This is a great example of bringing history to life. It also served to reinforce the material through more modes and senses. You prepared materials for them to use for the skits. There were for scenarios, even thogh you had five groups. It worked out fine although with his time span, more would have been possible. The assignment to groups was done by the CT. Do you know what criteria she used? It would be interesting to know for future reference with this group and for others. You involved students in the feedback process by asking them to watch the skit performances with the idea of making positive comments about what they saw. You modeled the process and helped them word their compliments when it was necessary. You took advantage of an opportunity to extend the lesson to an important social skill that all need to practice. You gave them an opportunity to do it in an academic setting with guidance. Very valuable.

Evidence (Candidate and Student)

You mention some plan to assess students on participation and understanding. How did you do that? This is a great opportunity to chart these behaviors. Devise a simple chart to carry with you as you check on groups. It wil also help keep students on track and give you good data that you can share with students and use for future planning.

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Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10DISP: Responsibility, Collaboration, Communication) 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. ____Inadequate ____Emerging __X__Proficient ____Distinctive

Evidence (Candidate)

Ms. Glossom seem pleased to share her classroom with you. You have a very professional manner.

Summary Statement:
Good lesson very reinforcing of the information. The students responded well and had great fun. Work on assessment. You have planning and teaching well in hand.

Overall Performance: ____Inadequate

____Emerging

__X_Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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