ALVERN0 COLLEGE LTM 612 ASSESSMENT FORM

Candidate:__Luke Meuler____________ Assess r:_Rita Na!r "ki#C$a%in___ Ad&is r:_Rita Na!r "ki#C$a%in____ 'ate:__11(26(2012 Grade(Su%)e"t:___*t$(! rld $ist r+_ T ,i"(skill tau-$t:___Cause(es..e"ts . //01 001 and " nne"ti n t " nte2, rar+ " n.li"ts S"$ l _Mar3uette 4i-$ S"$ l______________ O%ser&ati n: 5"$e"k ne6 C 2,leted %+: 5"$e"k ne6 __ 1st %ser&ati n C ,eratin- tea"$er:____________________________________ __7_ 2nd %ser&ati n ___ Ot$er 5s,e"i.+6 ________________

___ C ,eratin- tea"$er _7__ Edu"ati n su,er&is r ___ Candidate _____E2er-in__X___8r .i"ient _____'istin"ti&e

O&erall 8er. r2an"e: _____0nade3uate

8lannin- 5" n"e,tuali9ati n(dia-n sis(" rdinati n6 1. Demonstrates content knowledge (1.4) 2. Designs instruction based on assessment of student strengths, needs, learning styles, and learning differences (3.1, 4.1) 3. oordinates resources to design effecti!e instruction (".4) consults with coo#erating teacher takes t$e ti2e t ,lan . r student en-a-e2ent %+ in&esti-atin- student needs and de&el ,2ental le&els 5=andura6 uses #rint, audio$!isual, and com#uter technology 4. %lans moti!ational instruction&begins differentiation by relating lessons to student interests, #ro!ides student choice, 'uestioning, and in!estigation (1.1, (.2)

C 22ents T$e less n ,lan and ! rks$eets de2 nstrate + ur ,re,aredness . r t$is less n: F r + ur essential 3uesti n1 " nsider t$e lar-er issue %e$ind !ar;" n.li"t: T$is less n a"" 22 dates &isual1 ral1 and t s 2e e<tent1 kinest$eti" learners: > u dra! n t$e te<t1 ! rks$eets1 and t$e !$ite% ard . r t$is less n: > u ,lan an ,, rtunit+ . r -enuine student intera"ti n !it$in an a,,r ,riate %ut "$allen-in- de&el ,2ental le&el:

Students are "$allen-ed t " nne"t e&ents .r 2 t$e ! rld !ars t a " nte2, rar+ " n.li"t? t$ere. re1 e&ents("auses .r 2 a distant ti2e relate t students li&ed e<,erien"es:

8er. r2an"e

_____0nade3uate ____ E2er-in-___7__8r .i"ient _____'istin"ti&e

0n&itin- 5" 22uni"ati n(inte-rati&e intera"ti n6 1. ontributes to a welcoming learning community (learns student names, talks with students before and after the lesson) (3.)) greets students before instruction begins 2. *ecogni+es the im#ortance of !erbal and non!erbal communication in #ro,ecting a #leasant, #rofessionally engaging demeanor while interacting with the coo#erating teacher and students (effecti!e use of inflection, !olume, eye contact, gestures, facial e-#ression, body #ositioning, mo!ement in the classroom) (..4) a..e"ti&e de2ean r "reates and 2aintains an in&itintea"$in- and learnin- en&ir n2ent 58urke+ @ N &ak6
8er. r2an"e

Students kn ! t$at ,ra+er and ann un"e2ents %e-in t$e da+? + u insist n t$eir attenti n: Students res,e"t + u as t$e instru"ti nal leader . t$e "lassr 2? + u1 in turn1 res,e"t students t$r u-$ a "are.ull+ " n"e,tuali9ed less n: > ur l ! ke+ %ut still ener-eti" a,,r a"$ de2 nstrates + ur " 22it2ent t + ur dis"i,line and st learnin-: > u ,r )e"t an in&itin- de2ean r as + u en-a-e !it$ students % t$ %e. re and durin- t$e less n:

_____0nade3uate ____ E2er-in-___7__8r .i"ient _____'istin"ti&e

Tea"$in- 5" 22uni"ati n(dia-n sis(inte-rati&e intera"ti n6 1. /ets conte-t for the lesson ((.1) 2. Demonstrates enthusiasm for teaching and learning (1.3) 2aintains student en-a-e2ent 3. 0odels and su##orts acti!e listening, interacti!e discussion, and thoughtful res#onse in reading, writing, and other media (2.3, ..1, ..2) 4. 1ses different ty#es of e-#lanation, le!els of 'uestioning and discussion to challenge and su##ort student thinking (3.2, ..3) asks a ran-e . 3uesti ns 5=l 26 (. 0anages resources of time, s#ace, acti!ities, and attention to engage students #roducti!ely ((.3) in" r, rates at least t! di..erent instru"ti nal strate-ies 5Gardner6

> u re&ie! u," 2in- 3ui99es1 tests1 in&esti-ati ns t %e-in "lass: Ne<t1 + u t$ r u-$l+ e<,lain t$e i2,endin- -r u, ! rk: > u $a&e ,re,ared !$ite% ards !it$ -r u, 2e2%ers1 t ,i"s1 and s,a"e t " nne"t "auses . //0 and //00 t a " n.li"t !it$ !$i"$ students are .a2iliar: > u dire"t students t 2 &e desks and . r2 -r u,s !it$in 1A se" nds and t$e+ d B > u "ir"ulate a2 n- t$e -r u,s listenin- t student reas nin-(t$inkin- as !ell as "$allen-in-(" n.ir2in- t$eir ite2 sele"ti ns: As students re, rt ut res, nses1 + u ela% rate n !$+ t$e letter "$ i"e is a,,li"a%le: Mi-$t students %e a%le t de.end t$eir "$ i"e n ""asi nC Students d e<,lain t$eir " nne"ti n t " nte2, rar+ e&ents: 0 a,,re"iate $ ! + u $andle !$en ne ans!er is used . r t! areas: 4ere students 2ust e<,lain t$eir res, nse: =en1 !$atDs + ur ar-u2ent . r t$atC

T$is learnin- e<,erien"e dra!s n l -i"al1 &isual1 inter,ers nal1 and lin-uisti" intelli-en"es: T$ere is )ust en u-$ ti2e t " 2,lete t$e e<,lanati ns and return desks t t$eir , siti n as t$e "lass ends:
8er. r2an"e _____0nade3uate _____ E2er-in-___7__8r .i"ient __7___'istin"ti&e

Assessin- 5dia-n sis(inte-rati&e intera"ti n6 1. 1ses a##ro#riate informal and formal assessment strategies that link to lesson ob,ecti!es ().1) 2. #ro!ides s#ecific feedback to learners and in!ol!es them in self assessment ().3) affirms student #artici#ation&work with feedback such as 2yes, thank you, 3 notice, 3 understand4$$ among others 3. *eflects on the im#act of the lesson on student learning, modifying the #lan and instruction when a##ro#riate ().() 4. *eflects on own #erformance in relation to 5l!erno education abilities and 63 teacher standards ().(, ".2, ".3)
8er. r2an"e

> u use .ine 3uesti ns t 2 nit r student learnin-: /$+ d + u t$ink 4 .itsC S !eDre l kin- . r s 2et$in- t$at "aused "$an-e !it$in t$e " untr+? t$e !ar in A.-$anistan1 t$atDs .ine: 0tDs related t it: >es1 s t$e 3uesti n is !$i"$ is %estC Allian"es are . r2in- t$at "reate tensi n: 4 ! 2i-$t + u $a&e stru"tured ,eer .eed%a"k int t$e less nC T$e , st %ser&ati n " n.eren"e &ia tele,$ ne de2 nstrates + ur sel. assess2ent a%ilit+1 es,e"iall+ as !e dis"ussed + ur ,re,arati n . r t$e less n and + ur e<,lanati n . student res, nses:

_____0nade3uate _____ E2er-in-___7__8r .i"ient _____'istin"ti&e

Anal+sis . &erall ,er. r2an"e in"ludin- dis, siti ns: T$ank + u . r de2 nstratin-1 Luke1 t$at + u "an ,lan and i2,le2ent % t$ a traditi nal1 tea"$er#. "used less n and an t$er !$ere + u .un"ti n as 2 re . a .a"ilitat r: > ur " 22it2ent t + ur en&ir n2ent is ,al,a%le:

O%ser&ati n Re.le"ti n 7ow would you describe your 38 (3n!itational 8uotient) in #re#aring for and facilitating this lesson9

6hat classroom management strategies did you em#loy in facilitating this lesson9 6hat two 6isconsin :eacher /tandards were most e!ident in this lesson9 6hat two education abilities stand out in this lesson9 6hat teacher dis#ositions dri!e this lesson and your relationshi# with your coo#erating teacher and students9