Self Assessment Form Lesson Plan and Observation ED 201 Student Name: Molly Rozga School: Westside Academy

y II Cooperating Teacher: Ms. Allison Pelsis Date: 11/17/2009 Grade/Subject: 4/Social Studies Number of Students: 20

This self assessment is designed to help you connect events from your teaching to broader expectations of professional teachers. The statements below are drawn from the Wisconsin Standards for Teacher Development and Licensure and the Alverno Advanced Abilities for Education. Use them to reflect on this teaching experience so that you can refine your practice for future lessons.

Observation # __2____

PLANNING AND PREPARATION WI Teaching Standards 1,7 (Conceptualization, Diagnosis) Teacher Knowledge, Skills, Dispositions Evidence in Your Teaching You selected and created learning experiences My lesson plan was prepared in advance. I sought feedback from Ms. Pelsis and Desiree Pointer Mace, as that were developmentally appropriate and this lesson was prepared for ED 216. After a little involving to diverse learners. Your lesson design included clear objectives, tweaking both professionals thought my lesson was ready to go. instructional procedures, and methods of assessment. These elements were clearly linked The students are working on a research paper for their to each other. social studies and writing curriculum. I thought it You prepared your lesson in advance and sought feedback from your supervising teacher would be a great opportunity to take the students into the computer lab and introduce internet research and and cooperating teacher. You organized and integrated relevant teaching basic source citation. resources/ materials into your lesson design. Your Students Responses The students were very excited to get to go to the computer lab. They were eager to learn more about their tribes.

CLASSROOM ENVIRONMENT Standards 2,3,5 (Coordination, Integrative Interaction) Teacher Knowledge, Skills, Dispositions Evidence in Your Teaching Your Students Responses This was mainly designed as individual work, but the Students were willing to ask as You interacted in a positive and sensitive students were sitting with students with the same tribe so many questions as they felt manner with your students. You were a that they were able to help each other out. As I walked necessary to ensure their thoughtful and responsive listener. around the room, I was able to praise students for helping understanding of the lesson. You encouraged discussion, listened and each other find information. responded to group interaction. You elicited Students were actively engaged, samples of student thinking orally and in Throughout the lesson, there were several students who with only a few distractions writing. because of the video camera, and You responded effectively and respectfully with needed some assistance, or had general questions. I interacted with each student giving them as much of my helping each other. strategies to manage students behavior and focus as I was able, still maintaining my withitness. I attention. You recognized opportunities to demonstrate was able to answer questions and show students the available resources. multiple perspectives.

You supported students individual and group work.

INSTRUCTION Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction) Teacher Knowledge, Skills, Dispositions Evidence in Your Teaching Your Students Responses One of the lesson objectives was to be able to name the Students were able to list their You connected instruction to students place where the information was gathered. While I was sources, even in a very novice experiences. way. You presented the lesson objectives clearly and walking around observing, I was thinking aloud how I would go about the process. Look, bigorrin.org says accurately. that Potawatomi means keeper of the fire. So I would You modeled appropriate strategies in be able to put keeper of the fire into the answer box and conveying ideas and information. bigorrin.org into the source box. You developed student thinking by asking different levels of questions, encouraging discussion and/or preparing different kinds of One thing that I thought was important was to incorporate Students were drawing clothing, some aspects of Marzanos strategy using a nonlinguistic harvested vegetables and fruits, explanations. You used some teaching and learning strategies representation, similar to what the students do with their some of the games. vocabulary. Within the components for each question, to engage students. You adjusted and revised the lesson plan during was the opportunity to draw an interpretation of the answer. instruction based on student needs.

ASSESSMENT Standards 8,9 (Diagnosis, Integrative Interaction) Teacher Knowledge, Skills, Dispositions You found out whether students learned what you taught them. You prepared and used multiple ways to assess student performance. You gave students meaningful and specific feedback about their performance. Your assessments connected to your lesson objectives. Evidence in Your Teaching and Students Learning Your Students Responses Students were challenged to pick which things they were Students were paging through the curious about and find those things first. I decided, due to packet selecting what they were limited time (and being interrupted by a fire drill) that it was curious to find. more important to complete one answer (written, illustration and source) than to have only a written answer for each question. This connects back to the lesson objectives of finding information, and citing the source.

BEING A TEACHING PROFESSIONAL Standard 10 (Communication, Integrative Interaction) Teacher Knowledge, Skills, Dispositions You were willing to give and receive help from your cooperating teacher and supervising faculty. You dressed professionally and consistently portrayed a professional demeanor You show a commitment to reflection about instruction, assessment, and learning as an ongoing process. Evidence in Your Teaching I specifically asked Ms. Pelsis and Desiree for feedback regarding the lesson. I also was able to ask Ms. Pelsis for feedback after the lesson. I am a professional person in the school, appropriately clothed, appropriate behavior, etc. I am completing a self assessment of this lesson, just like with previous lessons. I want to be able to improve in my practice. Your Students Responses Students received a better lesson than the one I originally drafted. I was able to give and receive respect of students and school personnel.

Summary Statement and Areas to Concentrate on Improving: With the logistics of videotaping, I will use a tri-pod, if available, to improve professional video clips. I started the lesson by having the students search the internet. I introduced a website I compiled once some students were struggling. If I am able to present this lesson again, I think I would reverse the order. I would start them with some preselected links, and then allow them to discover more through a search engine. The closing of the lesson, which was not documented on film, connected the process of finding information with the research paper that they are required to write.