ALVERNO COLLEGE SUPERVISORS OBSERVATION OF ED 215 Field Student

Candidate: Dionetta Piazzo Assessor: D. Habanek Cooperating Teacher: C.Phillippi Observation # __2__ School: Franklin High School Grade: Date: 12.2.11 Number of Students: 23 Subject(s): Anatomy & Physiology

Planning and Preparation (AEA:Conceptualization/Diagnosis WTS

1,2,3,4,5,7, DISP: Respect)

Evidence (Candidate)

Plans instruction appropriate to students stages of development and learning style. Plan includes a motivating opening. Activities and materials are well chosen. Plan reflects use of an effective reading strategy for the content of the class. Plan encourages student progress and engagement. Plan includes adaptations for students with specific needs and learning styles. Questions are planned in advance. A meaningful closure concludes planning process. ____Minimal Evidence _X___Sufficient Evidence

You designed a lesson that focused on physiological processes. You based the lesson on the following objectives: Read and compose a diagram of the process of bone ossification and Discuss important topics as a group. Actually your objective should articulate what you want students to know and be able to do after instruction instead of activities that they will engage in. So it should be will be able to describe the process of bone ossification. Your plan included multiple ways for students to engage with the material in small and large groups activities.

____No Evidence

____Extensive Evidence

Classroom Environment (AEA: Coordination/Integrative Interaction WTS

1, 2, 3, 4, 5, 6, DISP: Respect, Responsibility, Collaboration, Communication)

Evidence (Candidate and Student)

Offers explicit praise to students. Teachers and students connect to one another by smiling, sharing and helping. Respects each child as an individual. Supports students as they work independently and collaboratively. Manages transitions efficiently. Effectively uses resources and curriculum materials to develop the ideas being taught. Manages student attention by engaging them productively in learning experiences. Cleary communicates expectations and procedures for behavior and assignments.

you guys is colloquial and exclusive. Find another way to address the group. Increase the directions you give for the group work. You can insist as the teacher, that they stay in trios. Tell them you will be listening to their conversations and expecting to hear them reading and discussing. Give a time limit up front. This will keep them on task. You did give time reminders during the group work. This is a great way to keep them focused and on task. What about the kid in the front who did no work with anyone else? Is there
FORM NO. 714 1008 ED

Copyright 2009. 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 .

School: Franklin High School

Grade:

Subject(s): Anatomy & Physiology

some characteristic that he has that made that okay?

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

____Extensive Evidence

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 1, 2, 3, 4, 5, 6, 7, DISP: Respect, Communication)

Evidence (Candidate and Student)

Demonstrates knowledge of content throughout delivery. Presents content in developmentally appropriate ways. Consistently demonstrates enthusiasm. Models and supports active listening, discussion and thoughtful responses in reading, writing & speaking. Challenges and supports student thinking by using: o different types of explanations o various levels of questioning and discussion techniquesBlooms Taxonomy o techniques that repeat and/or extend student responses o a variety of modalities (visual, auditory, kinesthetic) Focuses student attention on lesson objectives. Actively engages students in meaningful learning and keeps them on task. Adapts plans as needed. Varies role in instructional process (instructor, facilitator, coach, audience) in relation to content, purposes of instruction and needs of learners. Is respectful of cultural and gender differences. Relates learning to students previous learning and/or to students personal experiences. ____Minimal Evidence __X__Sufficient Evidence

You asked about definitions of terms to start the lesson. Is there another way to do this? How about matching terms with definitions and examples? This could be a way to get kids into different grouping also. Instead of just talking through the terms, you make cards, some with definitions, some with terms. They find each other by reading what they have and trying to match up with whoever has the matching cards. You can make groups of three by repeating the terms twice. For this class of 24 it would work well. Carry a notecard or clipboard around as you wander to monitor group work. Make notes about what you see and how kids are working (or not) together. This will help you make informed decisions about future lessons with the same students. Do this every time you teach. The data you get will help you immensely. Kids will want to know what youre writing so show them. When they are aware that the teacher is watching and taking notes, on task behavior improves. What did you see and hear as they worked? Make a habit of reviewing and asking for questions when you finish direct teaching. This is especially important when you stand mostly in the front and cant scan kids notebooks to see that everyone got everything.

____No Evidence

____Extensive Evidence
FORM NO. 714 1008 ED

Copyright 2009. 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 .

Assessment (AEA: Diagnosis/Integrative Interaction WTS 1, 2, 3, 7, 8, 9,

DISP: Reflection)

Evidence (Candidate and Student)

Provides feedback to learners (oral and/or written). Focuses the students attention on the process of learning rather than just getting the correct answer or finishing an activity. Assessment relates directly to objectives. Students self assess (oral and/or written). Assessment was well chosen for lesson content. Uses information from lesson and assessment in planning of future lessons. Reflects on own performance in relation to student learning and WI teacher standards. __X__Minimal Evidence ____Sufficient Evidence

Make a habit of thinking about how students will be assessed on each days material. Write that in your plans even if the assessment wont be given soon. Always plan for informal assessment. This includes collecting the data described above as well as finding out at the end of each class, who was with you and who needs help. For example, you can ask them to write three things they learned on quarter sheets (without notes) as the ticket out the door. You could also record who is able to answer you higher order thinking questions.

____No Evidence

____Extensive Evidence

Copyright 2009. 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 .

FORM NO. 714 1008 ED

Professional Responsibilities (AEA: Communication/Integrative Interaction

WTS 6, 7, 9, 10, DISP: Respect, Responsibility, Reflection, Collaboration, Communication)

Evidence (Candidate and Student)

Demonstrates professionalism through timely completion of work for Classroom_____ Seminar_____ Demonstrates professionalism through regular attendance, arriving on time. School_____ Seminar_____ Relates professionally and effectively with students, cooperating teacher____, staff____, and supervisor____ (including initiating conversation, and problem solving). (Social Interaction at Level 4) Completes self assessments, reflecting on planning and implementing of lessons. Is willing to give and receive help. Actively participates in seminar by offering ideas, sharing materials and supporting peers. (Social Interaction at Level 4)

Think about asserting your knowledge as the teacher. The students think that you are teaching not that you are a student also. You seem to be a bit tentative. Field work is for trying things and gaining confidence. Use every opportunity to interact with kids and try out ways to engage every one in the lesson.

____No Evidence

____Minimal Evidence

__x__Sufficient Evidence

____Extensive Evidence

Additional Comments: I know that you are switching to math but I think that many of the experiences you had this semester will be helpful. Be confident and the kids will follow you.

Successful Performance: __X__Yes ____No

Copyright 2009. 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 .
FORM NO. 714 1008 ED

 Copyright 2009. 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 .

FORM NO. 714 1008 ED