6 Apr 2019 Page 1 of 3

Intern Name: Cheryl Fuchs

Internship: Student Teaching Elementary Grad Spring 2019

Submitted: Apr 4, 2019 Supervisor(s): Katy

Spangler
Course/Term: ED S688 - J02 : Stdnt Tchg: MAT Elem - Anch-L ( SPRING 2019 ) Mentor(s): Patricia Blake
Assessor: Katy Spangler (Supervisor) Site: Trailside Elementary,
5151 Abbott Road,
Anchorage AK 99507
Comments: Tuesday, March 26, 2019 2:45 pm, Trailside Elementary School, Anchorage AK 16 4th graders This is a science/art Subject(s): Elementary
lesson. The children have been studying food chains: this is a culminating project where the children figure out a food chain, and Graduate
then make cut-outs of animals, each inside the animal that eats it.
Grade(s): 1st

Technology Lesson Observation ELEM GRAD

Date of Lesson

Lesson Name

Grade Level

Number of Students

Time of Day

Please share the above information and any other information to set the context of this lesson.

Please click on the rubric box that best describes each element below. Please add comments and observation notes by clicking on the bubble.

Rubric

Meets the Standard for a Exceeds Expectations:

Developing (1.000 pts) Beginning Teacher (2.000 Professional Level (3.000 Not Applicable N/A
pts) pts)
Lesson Design Needs development All elements are complete Complete and professional
1/20 (5%) lesson design
ACEI-2008.3.1

Comments: Two day lesson includes directions for this art project.
Lesson The objective is not clear Objective(s) clearly stated Objective(s) clearly stated
Objective in the lesson plan in plan and are understood
1/20 (5%) by students
Comments: Easy and clear objective to assess.
Not prepared; not Prepared and organized Prepared and organized:
Preparation
organized lesson flowed with minimal
1/20 (5%)
use of notes
Comments: When I came in, the room was organized with materials stations around the room. Examples of completed projects were on the walls.
Developmental Not appropriate for age Appropriate for age group Lesson adjusted to be
Appropriateness group: too hard or too developmentally
1/20 (5%) easy appropriate for all students
AK-UAS-SGP.2,
ACEI-2008.1

Comments: This is great! What a perfect idea to make an abstract concept (food chain) into a project that is hands-on and memorable.
Content Not accurate; not current Accurate content Accurate and current
Knowledge knowledge content knowledge
1/20 (5%)
AK-UAS-SGP.4,
ACEI-2008.2.5

Comments: The children had studied food chains, and each had a pyramid that they had created.
Context in Lesson not related to Lesson presented in Lesson/activities taught in
Curriculum curriculum context of the curriculum relationship to previous
1/20 (5%) and future curriculum
ACEI-2008.3.1

Comments: Science content standard SC3.2 for 4th grade: Food Chains
6 Apr 2019 Page 2 of 3
Proactive Routines and procedures Routines and procedures Routines and procedures
Classroom are not apparent are evident promote student
Management engagement
1/20 (5%)
AK-UAS-SGP.6,
ACEI-2008.3.4

This is an extremely well-behaved class. Much of this is due to teacher proactive management. Everyone knows the routines, procedures
Comments:
and expectations.
Management of Behavior not well Student behavior is Management of behavior
Student managed: behavior managed promoted engagement
Behavior interferes with learning and learning
1/20 (5%)

Comments: There were no behavior issues.

Engagement Students are not engaged Students are engaged Students are interested
1/20 (5%) and engaged in learning
AK-UAS-SGP.6,
ACEI-2008.3.4

Comments: During Cheryl's demonstration, the children paid complete attention. The demo was concise and to the piont.
Directions & Students do not Students understand Students understand and
Instructions understand instructions instructions follow clearly
1/20 (5%) communicated instructions
Cheryl did an excellent job on directions. She had examples of finished projects. She had examples of the stages of her different cut outs.
Comments: So, she provided verbal and visual directions. She also had photos of her construction process to project on the whilteboard. Once the
direction stage was done, the children did know what to do.
Differentiation not present Appropriate differentiation Activities were Differentiation is not
is present for some differentiated for appropriate for this lesson
Differentiation students individuals and groups
1/20 (5%)
AK-UAS-SGP.3,
while maintain high
ACEI-2008.3.2 expectations that align with
the objective(s) for all
students
Comments: Everyone does the same project but it's entirely open-ended.
Higher Order The lesson did not provide Some tasks or questions A variety of tasks or Higher order or creative
Thinking opportunity for higher provided opportunity for questions promoted higher thinking is not an element
1/20 (5%) order thinking: rote higher order thinking order thinking, problem in this lesson
ACEI-2008.3.3 learning solving, and/or creativity
Comments: This project required that students transfer their knowledge to an artistic interpretation of the food chain pyramid.
Learning or instructional Some instructional Learning strategies,
strategies not used or not strategies or techniques scaffolding and other
Strategies effective were used instructional techniques
1/20 (5%) that align with the
objective(s) were used
effectively
Comments: Demo, examples, discussion. Students asked questions. Cheryl invariably said, with enthusiasm, "that's a very good question!"
Technology not used Technology used Technology was used The use of technology was
Technology
effectively or appropriately effectively to enhance effectively and wisely and not appropriate for this
1/20 (5%)
AK-UAS-SGP.9
learning was relevant to the lesson
objective(s).
Comments:
Informal assessment was Informal or formative Formative assessment
Formative not used to monitor assessments was used to provided feedback for the
Assessment student learning monitor student learning learners and was aligned
1/20 (5%)
with and supported the
AK-UAS-SGP.5,
ACEI-2008.4.1 accomplishment of the
objective(s).
The first stage of formative assessment was when the children were asked to list the animal sequence. Cheryl walked around to observe
Comments:
and give feedback.

Responsiveness Student needs were not Teacher candidate The teacher candidate was
1/20 (5%) noticed or not attended to responded to student flexible and responsive to
ACEI-2008.3.1 needs student needs
Comments: I am very impressed with the attention Cheryl pays to individual students and their concerns.
Lesson Students did not meet the Most students met the All students met the
Effectiveness objectives objectives learning objectives
1/20 (5%)
AK-UAS-SGP.5,
ACEI-2008.3.1

Comments: I was able to view the art lesson at a later date. The paintings clearly showed that the children had met the objectives
The teacher candidate The teacher candidate is The teacher candidate
Focus
focused on self beginning to focus on focused on student
1/20 (5%)
student learning learning
6 Apr 2019 Page 3 of 3
Comments:
The teacher candidate The teacher candidate The teacher candidate
Reflection was unable to reflect reflected on lesson design, reflected on lesson design,
1/20 (5%)
AK-UAS-SGP.8,
accurately management and learning management and learning
ACEI-2008.5.1 as well as future
adjustments and plans
Comments:
The teacher candidate The teacher candidate The teacher candidate
Feedback was resistant to feedback. accepted feedback in a solicited feedback in a
1/20 (5%)
AK-UAS-SGP.8,
professional manner professional manner and
ACEI-2008.5.2 made plans for
improvement
Comments: Cheryl has always been very accepting of feedback.
60.000 pts | 100 %