ALVERNO COLLEGE SUPERVISORS OBSERVATION OF ED 215 Field Student

Candidate: Sara Ward Assessor: D. Habanek Cooperating Teacher: J. Kasmarick Observation # __1__ School: Brookfield East High School Grade: 9th Date: 11.2.11 Number of Students: 26 Subject(s): World History

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.

You planned a lesson that focused on goals related to general knowledge and understanding about the history of the world and the events that caused its configuration and the events that influenced where and how people live. Your goals actually should be simplified into objectives that tell what you want students to know and be able to do with the knowledge and skills they accomplish. For example: Explain the motives of those who conquered the Aztecs, Use cause and effect arguments to explain how exploration influenced various parts of the world. Every lesson/unit should be based on these kinds of objectives. You have planned questions to reply on during your teaching. Two are basic identification and one is a more critical thinking type of question. Consider the benefit of writing questions and several levels that you can refer to while teaching. What reading strategies do students need to work with the primary documents that may be different from the reading/note taking they do otherwise? (Also, dont apologize for giving students more to read, it denigrates the high level expectations that you have for them).

____No Evidence

____Minimal Evidence

_X___Sufficient 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)

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FORM NO. 714 1008 ED

School: Brookfield East High School Grade: 9th Subject(s): World History Offers explicit praise to students. Great teacher voice you have the edge that shows you need their Teachers and students connect to one another by smiling, sharing attention right away but you also adjust it later to sound positive and and helping. informative. Respects each child as an individual. Supports students as they work independently and collaboratively. Students did a lot of watching and listening for the first 35 minutes of your Manages transitions efficiently. lesson. Consider how a teacher plans for maximum student engagement. Effectively uses resources and curriculum materials to develop the In what ways can you adjust this plan to get more student talk? ideas being taught. Manages student attention by engaging them productively in learning experiences. Cleary communicates expectations and procedures for behavior and assignments. ____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 discussiontechniquesBlooms Taxonomy o techniques that repeat and/or extend student responses 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.

You began the lesson by reminding students of the previous lesson, then tied it to todays content. This sets up their minds to anticipate and accept the new information. You offered an engaging presentation using the SMARTBoard and a Prezi presentation that allowed you to show pictures and videos easily. Your use of visuals combined with your commentary was very interesting in several ways, for different types of learners. Consider your pace did everyone get the detail they needed? Be sure to check around and watch students for cues that they are keeping up and getting the notes you expect them to be recording. Its obvious that you spent some time preparing and rehearsing. You glided through the pronunciation of Hispanic names and terms without a hitch. When you showed the initial view of Tenocteclan (sp?), you pointed out the ruins in the center, where the rulers lived. I think you meant to say that the ruins represented their palace. You integrated a short video from the History channel that both reinforced

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

School: Brookfield East High School

Grade: 9th

Subject(s): World History

and extended the lesson. After the video you asked for questions consider the benefits of directing students to have a two minute conversation with others. This will allow you to take care of the technology and get them to more actively mentally process what they just saw and heard. Also, you expected them to be making notes on the viewing/listening guide. Pause occasionally to ensure that every kid is getting what they need. Direct a one minute note check look at the notes your neighbor made, are they the same as yours? After the second video you showed a picture and asked for students analysis of what was depicted. This involved students more and brought more voices into the conversation.
____No Evidence ____Minimal Evidence __X__Sufficient Evidence ____Extensive Evidence

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. ____Minimal Evidence __X__Sufficient Evidence

You intended to use class discussion as a means of informal assessment. How do you know that every kid has the right information? Consider making some sort of tracking chart that allows you to keep data on student engagement so you have good information to go on when you plan subsequent lessons.

____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. Demonstrates Effective Citizenship by attending a school/parent event and completing an accompanying log. Actively participates in seminar by offering ideas, sharing materials and supporting peers. (Social Interaction at Level 4) ____Minimal Evidence __X__Sufficient Evidence

You demonstrate strong knowledge of your topic. That means that you prepared well. You sound and look professional. Mr. Kasmarick is pleased to have you work in his classroom.

____No Evidence

____Extensive Evidence

Additional Comments:

Nice lesson. You are on your way!

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