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LBS I Program Observation Form Teacher Candidate: Maggie K. Date: December 5, 2012 Supervisor: A.

Pence Lesson: Writing one-on-one

Rating Code: S=satisfactory performance; NIA=needs improvement; amount of improved needed is appropriate for point in program; NIU=needs improvement, performance level is not acceptable for point in program; NA=Not applicable to this observation

Helped students focus on relevant stimuli Teacher candidate had and followed a plan to engage students interest and attention before introducing instruction Teacher candidate ensured students were paying attention before delivering directions or instruction Materials and activities were designed and sequenced to draw students attention to the relevant stimuli Provided frequent opportunities for students to respond Materials and activities were designed and sequenced to provide maximum practice for each student Teacher candidate ensured as many students as possible had opportunities to practice Practice opportunities were designed to match skills targeted in lesson objectives

X X X You began instruction promptly, helping the student get focused and ready to workwell done.

X X SEQUENCE: Capital letters: when you use them and created a list together. Student used this list to answer prompting questions; types of sentences. Student was prompted to write a very specific type of sentence. Next, you went through each five sentences checking for correctness, focusing on capitalization and punctuation. Generating a list beforehand of when you capitalize words was a great idea. However, you only referred to this list once during instruction. Next time, make sure the list is in a location that is always visible for the student to see and reference and dont forget to use the list while instructing, I really think the student could have benefited from this. How about also generating a list of the different types of sentences. You could have reviewed these prior to the activity and made a checklist for the student to reference.

Assessment Had and followed plan to assess student learning that would enable instructional decision-making X When assessing for errors, always be sure to

Teacher candidate used appropriate technique (maintained neutrality, didnt offer error correction or task-related reinforcement)

make note of these concurrently while instructing. Waiting until after instruction is complete could result in greater teacher recording errors.

Errorless learning Materials and activities were designed and sequenced to increase correct responding Teacher candidate developed an appropriate plan for providing prompts before student responding Prompts were delivered according to plan (clear, concise, neutral/positive tone) Error correction was delivered appropriately (immediately after error, clear, concise, neutral tone) Positive Learning Environment Teacher candidate minimized undesirable behavior through design and delivery of instruction (interest, pacing, proximity, practice opportunities. X X X X Through a type of writers workshop, you conferenced with the student regarding the different types of sentences. You also reinforced grammar throughout the lessonwell done.

X Just thinking that even if you stayed in the classroom for this lesson, you could have prearranged a working space in the back of the room, to help isolate instruction. For example, just turning the students desk around to where she is facing the back wallthis might have helped keep her be less distracted. Prompted student several times to stay focused. Good job on keeping the pace of instruction flowing. Wow, I am always so impressed with your rapport with students. You are very patient and confident when you instructthis has to be so beneficial for students! What an area of strength!!

Teacher candidate provided positive consequences for positive social behaviors or other skills in addition to those targeted for instruction Transitions between activities and settings were structures and smooth Teacher candidate used students time wisely (filled unanticipated free time with constructive activities) Teacher candidate seemed aware of all activities occurring in the instructional environment and adapted quickly and responsibly as needed (voice volume, instructional delivery, materials) Informal interactions: teacher candidate involved him/herself in positive, age appropriate interactions with students at appropriate times; teacher candidate facilitated respectful interactions between students Meaningfulness of Task & Context Teacher candidate demonstrated appropriate level of initiative in planning task and materials Task and materials were designed to engage students interest Task and materials were as natural and relevant to the situation as possible



You worked really well this student today and were able to make some really good progress!

*Observation also included Maggie working one-on-one with a student on a writing assignment. She provided prompting and answered questions while assisting the student to complete the assignment.