ALVERNO COLLEGE

SUPERVISORS FEEDBACK
OF LTM 622 Field
Candidate: Benjamin Rogaczewski

Check One: 1st Observation _X__

Supervisor: Carol Dixon

Date: March 9, 2016

Cooperating Teacher: Matt Wasmer

Number of Students: 19

School: Brookfield Academy

Grade: 8

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

Subject(s): History
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

You skillfully expanded on Mr. Wasmers Kopps Experiment lesson plan.

While you followed his basic structure, you provided a worksheet and chart
to better organize and analyze the information gathered. You utilized
SmartBoard technology for the first time to display these organizational
tools as well as other important directions, rules, and formulas. By treating
the class to custard, you made the lesson memorable. You helped the
students connect inflation with rising Kopps custard prices. Your lesson
appealed to visual, auditory, gustatory, and social learners.

____Distinctive

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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 .

____Inadequate

____Emerging

___Proficient

Evidence (Candidate and Student)

You involved the students in productive tasks by skillfully organizing and
managing the resources of space, time, activities, and attention. The
eighth graders were grouped in threes to facilitate collaboration. You let the
class know how many minutes were allowed for each activity. You
incorporated both small and large group work in your lesson. As you
moved around the room, you checked on and assisted each group more
than once.
The class was excited and happy to know that you were their teacher for
the day. You presented yourself as knowledgeable and very approachable.
You have learned many of the student names. The ninth graders
appreciated being given choices of Kopps menu items to select as well as
the flavor of custard to eat. All the student trios cooperated well together in
determining the rate of inflation and estimating 2020 costs.

__X_ Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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 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.

For most of the lesson, you communicated in a confident and credible

manner. To set the stage for learning, you introduced and displayed the
topical questions and rules for the experiment. You posed thoughtprovoking questions such as, Whats inflation?... What do we notice when
we look at this chart? Your instructions were clear and to the point, For
each of the years, you must choose one sandwich, one side, one drink,
and one dessert. You skillfully clarified and elaborated when you needed
to clear up misconceptions.
You actively engaged the eighth graders in learning in the following
ways. You gave the class opportunities to express themselves in both
speaking and writing. All students completed their inflation worksheets.
You encouraged discussion through skillful questioning. You called on a
variety of individuals to share their results.
To further increase student participation, try planning a few basic
questions such as Does this make sense to you? Then, ask the whole
class to respond with either signaled (thumbs up/down, raised hands) or
chorused answers. This immediate feedback can supply you with helpful
ongoing assessment.

____Inadequate __X_ Emerging ___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.

Evidence (Candidate and Student)

As you reflected on your lesson, you were mostly pleased with the
results. Your plan was carefully thought out. Your graphic organizers
provided structure for data collection. You wished that you had not rushed
through the presentation so quickly. You had thought that you were
pressed for time and would have preferred to elaborate more. Specifically,
you would have liked to provide more guided practice on figuring out the
per cent increase of inflation. Also, it would have been beneficial to use
two minutes to close your lesson with one of your Blooms Taxonomy
questions, such as Can you give any reasons why inflation happens?
You used classroom observation and student work as sources for
assessment. As you moved from group to group, you noted that all of the
eighth graders worksheet answers were reasonable, indicating a basic
understanding of the effect of inflation on Kopps menu prices over an eight
year span. Including more individually answered discussion questions
along with whole group signaled or raised hand responses would have
given you additional feedback as to how well students were catching on.

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.

ED FORM 711
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____Inadequate

____Emerging

__X_ Proficient

____Distinctive
Evidence (Candidate)

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

You relate well to your cooperating teacher and other faculty members.
Every other day you spend two hours observing Mr. Wasmers teaching
strategies. He gave you the idea for todays lesson and liked what you
added to it so much that he wants to incorporate it into his instruction. You
also dialogue about school ideals and the school-wide economics
program.
Your enthusiasm for teaching is ever present. Your professionalism is
demonstrated by your behavior and dress.

____Distinctive

Summary Statement: Ben, you have many effective skills to build on as you continue to broaden your teaching experience.

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.

ED FORM 711
0210 ED