observed feedback

8/4/2019 Observed Feedback

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ALVERNO COLLEGE

SUPERVISORs Feedback

OF ED 315 Field Student

Candidate Andrea Derrick Check One: 1st Observation __ 2nd Observation _X_

Supervisor: D. Habanek Date: 4.15.11

Cooperating Teacher: D. Eisenman Number of Students: 20

School: West Side Academy Grade: 6 Subject(s): Science

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

Evidence (Candidate)

Uses teaching resources and curriculum materials that are appropriate inrepresenting the ideas and concepts.

Plans instruction appropriate to students stages of development andlearning styles.

Links new ideas to familiar ideas and makes connections to studentsexperiences.

Provides opportunities for active engagement, manipulation and testing ofideas 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 plansand adapting instruction when necessary and appropriate.Chooses appropriate teaching strategies, learning experiences, andmaterials to achieve different instructional purposes and to meet studentneeds.

Varies his or her role in the instructional process in relation to the contentand purposes of instruction.

Plans motivational instruction by relating lessons to students personalinterest.Seeks to find ways to meet the needs of diverse learners.

You planned a lesson that focused on the systems of the human body.You prepared a model made of popsicle sticks, pipe cleaners and tissuepaper that represented different systems and their functions. The intent

of the lesson was for students to gain understanding of the systems ofthe body, how each contributes and how they work together in anintegrated whole.

Your objectives were correctly worded and assessable. They providedvery clear direction for the lesson and for your ability to determinestudent learning.

____Inadequate ____Emerging __X__Proficient ____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )

Evidence (Candidate and Student)


2/4



Shows respect for the diverse talents of all learners.

Uses knowledge about human motivation and behavior to developstrategies for organizing and supporting individual and group work.

Is committed to the expression and use of democratic values in theclassroom.

Organizes, allocates, and manages the resources of time, space, activitiesand attention to engage students in productive tasks.

Knows how to help students work productively and cooperatively witheach other.

Uses strategies of effective classroom management to promote positiverelationships, cooperation, and purposeful learning in the classroom.Respects students as individuals with differing personal and familybackground and various skills, talents and interests.

The teacher must be directive and clear and you are. That is helpful for anygroup to get kids to work and keep them on task. You continually monitorwhat they are doing all of them and redirect to the task at hand. Yourvigilance has increased. You have become the eyes in the back of yourhead kind of teacher who focuses on all kids on task and learning at alltimes that is needed.

Your management is precise and quick. You said Silence, please. Thank

you! and moved on to give more information right away. This kind ofmanagement during an interactive lesson when kids are talking with eachin groups and working on things interspersed with information gettingworks very effectively.

You have developed the teacher voice. Perfect. You use tone with a bit ofvolume to get attention without the need to yell or sound angry. This maybe the single characteristic that saves your career as you go!

You promoted cooperation among the students with the suggestion thatthey help each other with the model building. You picked up quickly thatthey were listening to each other during your questioning and actually

helping each other think out loud and form responses.

This group is challenging but generally did as you asked and were fairlycompliant with your requests to come back to your attention and focus.There were moments when some were off task and you went on anyway.This is always a judgment call. Sometimes you get the last few justbecause they become interested in whats happening. If a teacherdemands complete silence it becomes like boot camp not a goodatmosphere.

When do you switch to a signal? Possibly toward the end when youneeded to get them all to understand the direction to finish the skin and

work on the worksheet. Okay just as I was typing that you did it eyeson me was what you used, you waited and expected compliance, thengave your direction.

You increased your use of compliments as the time went on. This is alwayseffective students need to know that their work is noticed and theiranswers and efforts appreciated


Instruction (AEA: Communication, Coordination, Diagnosis,Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,

Evidence (Candidate and Student)


3/4


4/4



Interaction WTS: 10DISP: Responsibility, Collaboration,Communication)

Relates professionally and effectively with the cooperating teacher andfaculty.

Dresses professionally and consistently portrays a professional demeanor.

Is enthusiastic about teaching.Seeks out the cooperating teacher to support his/her development as alearner and a teacher.

Mr. Eisenman was very positive about the work youve done with thestudents. Hes noticed your creative planning and use of the SMARTBoardto provide interactive visuals for students.


Summary Statement: You have great teaching ideas. Mr. Eisenman appreciates your organization and your use of the internet to find engagingversions of lesson. Keep working on ways to gather formative assessment information. Youll realize the benefits many times over.

Overall Performance: ____Inadequate ____Emerging _X_Proficient ____Distinctive

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