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ALVERNO COLLEGELesson Plan and Observation Feedback- ED 338 (5KKindergarten)

(Includes Observation, Seminar Requirements, Logs, and Lesson Plans/Self Evaluation)

Candidate: Andrea Spindler 1st Observation 0 2nd Observation X Other

Assessor: Barb Olson

Cooperating Teacher: Mary PattersonSchool: 68th Street School

Date: 5/5/09

Number of Students: 11Lesson Focus: Sign Language and Calendar

Knowledge, skills, and dispositions thatmust be demonstrated by the end of your placement.

Planning and Preparation (Coordination, Conceptualizatioll/)NI TeacherStandards 1, 7, 8»'.;;; . . --

, .., . Candidate Behavior.t'J .. '- .

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• Questions are planned ahead.• Objectives are consistent with domains.• Objectives use active verbs that clearly describe what children are to

do.• Activity was clearly planned and procedures match objectives.• Lesson demonstrates understanding of principles of developmentally

appropriate practice-developmental level, culturally relevant, individuallyappropriate and based on prior experiences.

• . Plan takes into account children's developmental abilities and levels ofknowledge and skill.

• Plan provides for simplification and extension to meet full range ofabilities of this group.

• Content was accurate and clearly specified in terms suitable for this ageand level. New vocabulary was introduced meaningfully.

• Content was clearly delivered through the procedures, verbally ornonverbally. When needed, content was explained in more than oneway.

• Provides opportunities for active engagement, manipulation and testingof ideas and materials. I

• Materials (book, worksheet, chart, music,) represent contentmeaningfully for this age group. r

• Assessment was appropriate for children at this level of development.• Assessment was appropriate for this lesson content.• Assessment relates directly to objectives.

Some questions were planned ahead of time.

I would suggest you put more time into planning detailedprocedures. Even though you allotted 20 minutes for the lesson,you were really done in less time. Because this was an unusualactivity, you could have gotten more mileage out of using signlanguage if you would have partnered up the students and hadthem be the giver and then the receiver of the greeting. Thinkingahead, before giving the lesson about how you can providemultiple opportunities for students to practice new content, willserve you well in the future.

Assessment was appropriate and happened by watching if thestudents could sign what you taught and by helping you write thedate correctly on the morning message. Perhaps responding to thedate in unison would help you know if they all knew parts of thedate. Your assessments related directly to your chosen objectives.

D Little/No EVidence X Minimal EVidence Sufficient EVidence D Extensive EVidence

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FORM NO. 7151108 ED

Supervisors' Observation

You are very respectful of all ofthe children and frequentlycomment on their responses bysaying, "Very good," or, "Thankyou."

Classroorri'en'vironment (CommYlllcation, Integrative Interactio;nlWlTeacherStaridards 5, 6)

• Treated children with respect, caring, warmth.• Identified appropriate expectations for children's performance and

behavior, making adaptations when necessary.• Demonstrated sensitivity to needs of individual children by adjusting

expectations or modifying lesson.• Allowed students to have choices in their learning, as appropriate.• Organized, allocated, and managed the resources of time, space,

materials and children's attention to engage students.• Created a positive learning climate for children by giving appropriate

verbal and nonverbal invitations to children.• Saw potential problems and responded.• Responded in an effective and timely manner when problems occurred.• Reinforced participation, verbally and nonverbally.• Materials were organized before lesson was taught.• Used media to enrich learning opportunities.

o Little/No Evidence 0 Minimal Evidence X Sufficient Evidence

Besides teaching signlanguage, you smiled a lot withthe students.

You demonstrated flexibilitywith your cooperating teacheras you worked with her as sheworked with the studentsreviewin si n Ian ua e.

o Extensive Evidence

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Date:

Children will try harder whenthey like who is working withthem. At this age, liking theteacher is a motivator.

Students respond morepositively in a positive learningenvironment.

FORM NO. 7151108 ED

o Little/No EVidence DMinima.1 EVidence X Sufficient EVidence 0 Extensive EVidence

Supervisors' Observation Candidate'•. Pi I.

Candidate Behavior r(';'

The opening of the lessonshould "grab" the student'sattention. Instead of asking,"Does anyone know what signlanguage is?" put your hand onyour hip and scowl at thestudents and ask them if theyknow how you feel and howyou sent the message. Talkabout the signals we make non-verbally to link sign language totheir prior knowledge.Otherwise it feels like you justpulled the lesson out of the sky.

You modeled sign languagegreetings clearly and gavethem positive encouragementas they practiced with you. Forthe sign language portion, youused sensory engagement,modeling and effective praise.For the calendar time you usedtask analysis andenvironmental cues forteaching strategies.

Instru~ti?n (Conceptualization,"Cpordination, Diagm;>sis·: .••.• ,n

Comimmication, Integrative Int~~ractiorilWI Teacher Standa:rds 2,3,4,8)• Linked new ideas to familiar ideas and makes connections to students'

life experiences.• Brought multiple perspectives to the discussion of subject matter.• Extended learning and encouraged discussion through the effective use

of questions that represent varied levels of Blooms' Taxonomy(knowledge, comprehension, application, analysis, synthesis,evaluation) Follow-up children's initial responses with questions thatengage critical thinking (why, why do you think so, how do you know,what was your clue ... ).

• Adapted plans as needed, based on behavior, schedule, and level ofunderstanding.

• Showed awareness of children's attention span.• Promoted child participation and social interaction.• Went from child to child, offering support and help, as needed.• Communicated clearly and accurately in verbal and non-verbal modes• Gave clear directions and cues.• Used positive encouragement effectively.• Spoke with interest about topic of lesson.• Used independent work time to interact with children 1: 1 in a positive

way.• Chose appropriate teaching strategies, learning experiences, and

materials to achieve instructional purposes and to meet student needs.Strategies may include but are not limited to: Sensory Engagement,Environmental Cues, Task Analysis, Scaffolding, Guided Practice,Invitations, Behavior Reflections, Paraphrase, Reflections, Modeling,Effective Praise, Telling, Explaining, Do-It Signals, Challenges.

• Modeled throughout lesson (how letters are formed and sound, hownumerals are formed, sounding out words).

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Date'

Student' Behavi&r '<

. 'r;

Students were intrigued bybeing exposed to signlanguage but could havebenefitted from morecreative practices so thatthey could have trulyembedded their learning.

This group was fairly wellbehaved as they worked withyou. They helped youpunctuate the morningmessage and capitalizeproper words.

FORM NO. 7151108 ED

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Supervisors' Observation Date'Candidate'Assessment (Diagnosis/Integrative Interaction)' '. Candidate Behavior Student Behavior

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• Provides feedback to learners (oral and/or written). You provided whole group Students enjoyed the movement

• Focuses the students' attention on the process of learning rather than just feedback to the students as they involved in making the correctgetting the correct answer or finishing an activity. followed your model in signing, signs.

• Assessment relates directly to objectives. "Hello, how are you today? I'm fine,

• Used assessment and feedback strategies to involve students in self- thank you."

assessment activities and to help them become aware of their strengthsAssessment was well chosen for Observing performance is authenticand needs.

Assessment was well chosen for lesson content. the content. It would have been for assessing sign language.• even better if your closure included Having the students follow what• Uses information from lesson and assessment in planning of future lessons. a review of the date spoken in you write one word at a time keeps

• Reflects on own performance in relation to student learning and WI teacher unison and then you signing the group responding as a whole.

standards. "Thank you," to the group. Individuals that you called on knewhow to write the date so it wasgrammatically correct.

..o Little/No EVidence 0 MInimal EVidence X Sufficient EVidence 0 Extensive EVidence

Profe~iloharRes ibilities(Oiagnosis, Integrative InteractiohI,VVli;,Teacher Standards $,10)" . .r ..!

You are very respectful of your cooperating teacher. You haveshown that you are a reflective practitioner and learn not only fromwhat worked well but also from what personal skills you'd like toimprove upon. Your self assessment was honest and yourrationale targeted the reasons for teaching this lesson now.

• Information from cooperating teacher was used as part of planningprocess.

• Evaluated the effect of class activities on both individuals and the classas a whole, collecting information through observation of classroominteractions, questioning, and analysis of student work and reflected onthis in self assessment and in discussions.

• Used classroom observation and information about students as sourcesfor evaluating the outcomes of teaching and as a basis for reflecting onand revising practice, in discussions and self assessment.

• Seeks out the cooperating teacher to support his/her development as alearner and a teacher.

• In rationale, reflected on choices related to objectives, instruction, andassessment.

o Little/No Evidence 0 Minimal Evidence X Sufficient Evidence 0 Extensive Evidence

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FORM NO. 7151108 ED

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ADDITIONAL COMMENTS: Andrea,This was a very active group of students to teach and you stayed positive throughout both lessons I observed. You can tell you enjoy thestudents and that is super important for being an effective teacher. I still sense reluctance from you with really diving in with these kidsand trying out more of your skills. Remember, the more strategies and activities you try that don't work, still means that you are learning alot about what does. Concentrate on writing a solid plan and it may give you even more confidence when you teach.

Overall Performance

D Little/No Evidence D Minimal Evidence X Sufficient Evidence D Extensive EvidenceNumber of students being taught: 11 Validated: Yes X No D

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FORM NO. 7151108 ED