2.

INSTRUGTION
KSA #4 Teachers demonstrate knowledge of the content
they teach
KSA #5 Teachers identify and respond t-o learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #10 Teachers appry a variety of technorogies to meet students' rearning needs.

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Communication
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1. Uses crear, fruent, and grammatically correct spoken and written
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z. uses vocaburary appropriate to students' age, background and interests
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r. rvrooutates hts/her voice for audibility and expression.
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4. uemonstrates curturar sensitivity in communication and instruction.

5. Establishes set: reviews pr

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uses motivating attention-getters, provides overview, and relates
prevto,us learning a
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6. lncorporates strategies tor ro,'u

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matter and activities. 1
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Presents content in appropriately organized sequences for instruction
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student resDonse.
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y. uemonstrates subject matter competence during instruction.

u' urganrzes and directs learning for individuals, small groups, and whole
classes
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1 1. provtctes clear directions, instructions and explanations
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12. urrects efficient transitions between lessons and from one
activity to the nexl
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veve q vq,,erv vr rrDuuuuuilar srra[egres ro aooress oesrred outcomes,
subject matter,
varied learninq stvles and individual needs (inehrdind crrr.rahr rDD na_r^/^hi^^r:.,^^r
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14' uses a broad range of instructional strategies specific to subiect

tc. uses appropnate materials and resources.

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Io. uemonsrrates flexibility and adaptability.
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17' Asks clearly phrased, well-sequenced questions at a varietv

of coonitive revers
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1U. Provides appropriate ',wait-time,' after posing questions.
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v. seeKs cranfrcation and elaboration of student responses, where
appropriate
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questions appropriately.
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rrrervenrng wnen necessary, checking on individual and
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== s-purur dpprepnarery ro tnotvtouat 0tfierences and group learning ryiffi
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student learning, building on previous rearning, reviewing, and reteaching.
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or concepts throug h sum ma ries'
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zb. provtdes homework when appropriate and explains assignments fully.
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-COMMENTS.
stictly because of the timeframe of this practicum, wyatt was not entirely
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comfortable with lpps and accomidations of the
students' He was, however, cognisant of getting to know the students
in order to understnad them, and find their learning niche.
University of Lethbridge: p.S. tt Summative Repoft (May 25, 2006)