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Spring 2011 Instructor Feedback

ALVERNO COLLEGE SUPERVISOR's Feedback OF ED 315 Field student Candidate Molly Rozga Uses teaching resources and curriculum materials that are appropriate in representing the ideas and concepts. Provides opportunities for active engagement, manipulation and testing of ideas and materials. Values flexibility in the teaching process by monitoring and adjusting plans and adapting instruction when necessary and appropriate.

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57 views

Spring 2011 Instructor Feedback

ALVERNO COLLEGE SUPERVISOR's Feedback OF ED 315 Field student Candidate Molly Rozga Uses teaching resources and curriculum materials that are appropriate in representing the ideas and concepts. Provides opportunities for active engagement, manipulation and testing of ideas and materials. Values flexibility in the teaching process by monitoring and adjusting plans and adapting instruction when necessary and appropriate.

Uploaded by

mohllah
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student


Candidate Molly Rozga Supervisor: D. Habanek Cooperating Teacher: A. Payan School: Morgandale Planning and Preparation (AEA: Conceptualization/Diagnosis
WTS: 1, 7DISP: Respect, Responsibility) 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 ____Distinctive

Check One: 1st Observation _X_ Date: 4.15.11 Number of Students: 30 Grade: 7 Subject(s): Math

2nd Observation ___

Evidence (Candidate)

You planned a multi-faceted and engaging lesson to introduce polygons. With impending vacation from school in mind you wanted students up and doing. You planned to show a video with a cute song about polygons to get the basic concept across in an entertaining way. You moved students into groups and had them form polygons with their own arms or legs. You planned it so that they made the most-sided one first then moved down to fewer sides which were harder to do with six people. You ended the lesson with another look at the polygon song and some exit writing. A well balanced interactive lesson.

Classroom Environment (AEA: Coordination/Integrative Interaction


WTS: 2,3,5DISP: Respect, Responsibility )

Evidence (Candidate and Student)

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

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.

You guys 9 times Find another way. You accept their ideas no matter how unusual with calmness and reason like using teeth for another side of a polygon. This is key for successful interaction with this age. Over-reacting just wastes time. Think about the size of groups. Why and when is 6 too many? You have an effective teacher voice. Your signal of clapping worked very well for this hall activity. You repeated it several times and waited for everyone to catch on before giving directions. You thanked students for their compliance also very good practice. It shows them that you notice them and care that they are listening.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,


Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility, Communication) 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 a 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. Evidence (Candidate and Student)

You showed an engaging video about polygons that led to a definition of the term. You gave students an interactive hall activity with bodies arms and legsto make polygons of various sizes. You demonstrated and set rules of conduct to provide behavioral boundaries for an activity that required touching and moving. Groups of six is very large. What contributed to the decision to have 6 in a group? The group I was closest to had a hard time involving everyone without the prompting of the adult. What was going on in the other groups? It seemed like they missed the idea of recording who would be involved in each shape on the sheet so they could get to that quickly for the game portion. . You were directive about group location to help them get organized. This helped them get working faster a key to successful task accomplishment. You gave most of the directions in the room as well as the time limit for working together on the shapes. This is also a good thing to do when assigning group work. Once the groups form, they want to get working and its hard to refocus them back to what you need to say. Did it make a difference if they made shapes with interior angles or exterior angles? (Just a question, wasnt sure?)

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

You gathered them together at the end to see if they could figure out how many of them it would take to make a twenty sided polygon. Interesting and thought provoking extension great for differentiation.

____Inadequate

____Emerging

_X__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. ____Inadequate __X__Emerging ____Proficient ____Distinctive

Evidence (Candidate and Student)

You planned to gather assessment information from observation and the ending summary sheets the kids would write out for you so you could determine what they understood it was interesting also to see how Ms. Payan used the opportunity of the kids working in groups to walk around asking them to explain what they were doing essentially collecting formative assessment info as she went. She recorded it for each student as she went. Good practice!

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 ____Distinctive

Evidence (Candidate)

.Ms. Payan appreciates your ideas and energy for teaching. Her willingness to give good feedback shows that she has high regard for your work in her classroom.

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

Summary Statement: You like to take risks to engage students in interesting active learning. Good for you! Keep doing that. Continue to work on developing
ways to collect assessment information. It will help in many ways.

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

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