School:___Miwaukee Achievers
Observation: (check one)
Completed by: (check one)
_____Emerging
_____Proficient
Planning (conceptualization/diagnosis/coordination)
1. Engages in pre-assessment
2. Demonstrates content knowledge (1.4) and content area learning
strategies.
3. Designs instruction based on assessment of student strengths,
needs, learning styles, and learning differences (3.1, 4.1)
___XX__Distinctive
Comments
You engaged in pre-assessment to great depths.
The lesson plan is written in a clear concise manner that indicates that
you are very knowledgeable about the subject and the story that students
are working with.
The lesson is clearly structured to take advantage of students needs.
You use old tech to facilitate the lesson (hand-outs, whiteboards, etc.)
You use this old tech very effectively.
strategies that engage students thinking on the topic. You ask a variety of
questions to guide thinking. Your plan is well organized in the format of
pre, during, and post activities. You plan on allowing the students to selfassess. You demonstrate that you have acquired an understanding of
literacy in the content areas and a way to mentor students into content
area experts by using meaning examples and setting up meaningful
learning activities.
I highly value the design of the interactive reading guide. It is designed
to make students really think about what you are trying to teach. They
all are very engaged, even the men .
Overall Performance
Inviting (communication/integrative interaction)
1. Contributes to a welcoming learning community
(learns student names, talks with students before and after
the lesson) (3.8)
2. Creates a safe, non-threatening environment (brain compatibility)
Empower learner with technology
Alert to student learning styles
Builds trust
Provide an advocate for every student
Provide an atmosphere of curiosity
Spark natural curiosity
Use unique student talents . . .
3. Demonstrates enthusiasm for teaching and learning (1.3)
4. Recognizes the importance of verbal and nonverbal
communication in projecting a pleasant, professionally
engaging demeanor while interacting with the cooperating
teacher and students (effective use of inflection, volume, eye
contact, gestures, facial expression, body positioning,
movement in the classroom) (6.4)
Overall Performance
The environment is very safe and energizing. Students are engaged. You
know the students by name.
It is clearly evident that you are enthusiastic about the students you are
teaching as well as what you are teaching. Your demeanor, your smiles,
your excitement when students are going down the right path is ever
present. Your energy is contagious. It affects even me. I will be picking
up this book and examining it to add as a choice in ED327 (Adolescent
Literature. . . I try to stay away from the classics that are taught in HS
because they are taught and taught and taught)
You ask the students to tak out something that they can write on and to
clear the space so they will have somewhere to write. You give them a few
minutes to do this. You ask how they are doing with the immigration
project. Students seem satisfied. You explain that they will transistion to
working on the computer.
You go through the agenda for the evening.
Our focus for reading Sally is to look at point of view
You ask the student so define point of view, Seeing it from there own eyes
is the final statement that you ask.
This side of the room will be looking at a particular object. You distribute
identities to individuals and groups and tell them to write a sentence that
they can share with the class. You distribute situations to other students,
You allow students time to respond to the item. This is a great
motivational activity. It requires students to tap background knowledge,
and engage them in a discussion around point of view.
You debrief the activity with the students. Students are asked to tell what
the item is. You explain that point of view comes from a person. You
explain that this is what you will focus on later.
Next group that you have share has been given scenarios. Students report
of scenarios as they give their opinion on how to respond to the scenarios.
The groups were responding to someone stealing. One pair had to respond
to the person. The other pair was asked to respond via a journal entry.
Students flesh out how they would respond differently.
Thats talking to your audience: Am I talking or just writing. We are
going to respond to the section of The house on mango street dealing with
Sally.
I really value this motivational activity. It puts students in a position to
easily understand point. It is very creative and serves the purpose of
motivating and tapping background knowledge very effectively.
You explain that they will do an interactive reading guide. You explain the
directions. You turn around and ask the students what the directions are
for the interactive reading guide. I value the use of the interactive reading
guide. As a reading strategy it is collaborative and gets the students
talking and writing about the book. (Question: One of the students
appears to have a visual impairment. Why not make the work print
larger for her to read? )
With one group you focus their attention on to how you want then to pick
Final remarks:
You performed in an outstanding manner. It is evident that you have thought about literacy and its strategies. You motivating activity
was outstanding. It really motivated students to think about and understand point of view. Your use of small groups and discussion
facilitated this lesson in effective ways. I am certain that they got the point. Keep it up. You have gone beyond just thinking about
literacy. I observed evidence in the design of the lesson that you understand literacy and its application in ELA.
LTM 621
Observation reflection questions
1. How did you incorporate strategies from LTM 621 in this lesson?
2. What knowledge, pedagogy, and dispositions from your work in either LTM 612 or LTM 631 did you bring to bear on this lesson in its
design and implementation?
3. How do the Wisconsin Teacher Standards and Alverno Graduate Education Abilities mesh in this lesson? You need only address two
standards and two abilities in your response.
Went well/didnt: The initial activity.
Improve: Reading/writing ask for evidence. Not everyone had convincing evidence Revisit the questions People wer engaged small
groups let me know.
Whats next: Finish reading. . . Write a vignette (Final project write a narrative. Analyze the text (The House on Mango Street) as a model
text.
Diagnosis: Interactions with studentswhat comes next individual and groups. Work with student groups to deepen their understanding
Explicit modeling: Blooms Taxonomy. Intro sparked prior knowledge, tapped schema. To point of view their own writing was scaffolded for
the students.
Building on students: At the beginning there was a big discussion. Asked big questions. Students second guessed to get to higher levels lead
to construct meaning and develop skilss that helped them know they got it right.
MI Theory/Collaboration with Interactive Guide. Hands on activity. Fiere was encouraging students and empowering them. They will be able
to tell their own story.