Practicum Observation

_________________________________________________________________________________________________ Student Teacher Information: Student: Sarah DAngelo EDC class: 345 Semester: Fall 2013 Smith instructor(s): Jan Szymaszek and Lara Ramsey
Practicum Observation #: 4 Location: Campus School Smith College Supervisor: Annemarie Foley Date: 11-20-13 Supervising Teacher: Jan Szymaszek Standard A Plans Curriculum and Instruction B Delivers Effective Instruction Strengths When something was tricky in the first lesson you made sure to adjust and make it clear for the second group. Demonstrates refection and adjustments. Lesson connected to state standards. You let students that got to the table first start exploring the letters. And then they all had 1 minute to explore. Then they will be able to focus on using the letters the way you want. Also turns out that it helped provide some pre assessment of where they are in their understanding of words. Ignored off track sharing and kept going and student stayed on track. You waited until a student figured out the word for himself. Try again. Said the word slowly for him. Let him think for himself What vowel pattern did you have? You provided the opportunity for the student to achieve competence. Lets work it through together. You also supported and guided a student when that is what was It might be helpful to have a small dry erase board with you to help illustrate the correct answer and for when the kids come up with connections to other words. Might be helpful to have graph enlarged so they could see it from their spots. When asking the students to look at he graph it would help to state objective clearly so they know how to frame their thoughts/lens. Grade level: 3 Suggestions

C Manages Classroom Climate and Operation

needed. You gave specific feedback to a student about the bird she made and how clear it is. Kids who got there early sat and started thinking about the map. Math: What do you notice about the graphs? Helped one student understand what she was looking at on the graphs and how these graphs are different from previous graphs. You gave her time to think. Demonstrated that the students add to each others idea. Did everyone hear what Chloe said? Can you repeat that? Gave her the power to be heard. Match story with graph. Read clearly. You explained the assignment clearly. Make sure you are certain before you match the story with the graph. Think about which strategies you are using when you match them up. Think about why they match. You had them explain why they matched them the way they did. Make sure you agree with your partner. What were some strategies you used. You used questioning to encourage thinking. Went around to individual students to check in and assist with the worksheet. Dont guess. I want you to be sure. What does that tell you? You once again put the learning back on them. The first word is her. Silent sign if you are ready. Set up dividers for students to do word work independently. This helps create an environment for learning. Each person had their own space to work out the answer for themselves.

Students seemed to take a long time to transition to the rug for math group work. It might be helpful to go over to students that are taking a long time to find a stopping point. Your proximity or a gentle reminder might help them and then the other students dont have to wait so long.

Gave clear directions to the individuals to come to word work group. Find a good place to stop so you can come to the back table. This gives them control over the transition. Got up and went over to help a particular student transition over. This demonstrates you supporting a student with a classroom routine so that you dont lose instructional time. You checked over the dividers to check individual work. Reminded group to give a silent thumb when they were calling out. Used a positive want instead of naming negative behavior. This helps create an environment conducive for learning. Stay on the rug if you need help or go to your desk if you understand. This allows all students an opportunity to succeed and get the help they need to meet the objective. Strengths Suggestions Some students were called on much more often than others. In future lessons try to call on more students. If you call on certain students for behavior reasons try using some non-verbal signal with then to keep them on track instead.

Standard D Promotes Equity

Every student had an opportunity to share.

E Meets Professional Responsibilities

You reflected critically on your lesson in our post-conference

Additional comments: Sarah, During both lessons your students were able to reach the objectives. You continue to support your students as learners and put the ownership back on them. During our post conference you reflected critically on your lesson specifically who was called on and why. You think about the teaching choices you make and look for ways to strengthen your skills. It is a pleasure to work with you. Annie