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# ALVERN0 COLLEGE LTM 612 ASSESSMENT FORM

Candidate:___Lilly Lo______ Assessor: Rita Nawrocki-Chabin_ Advisor: Rita Nawrocki-Chabin Date:_November 17, 2011___________ Grade/Subject:_2nd Grade Math School: Westside Academy Observation: (check one) Completed by: (check one) Topic/skill taught: Solving Number Sentences

Cooperating teacher: Michelle Loeffel _ 1st observation _X 2nd observation ___ Other (specify) ________________

___ Cooperating teacher ___ Education supervisor _X_ Candidate _X_Emerging __Proficient _____Distinctive

Planning (conceptualization/diagnosis/coordination) 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. Coordinates resources to design effective instruction (9.4) consults with cooperating teacher takes the time to plan for student engagement by investigating student needs and developmental levels (Bandura) uses print, audio-visual, and computer technology 4. Plans motivational instruction/begins differentiation by relating lessons to student interests, provides student choice, questioning, and investigation (1.1, 5.2)

Comments I know math. Math is one of my favorite subjects to teach and it was also my minor in college. I love working with numbers. The worksheets that go with this lesson plan ranged from easy to difficult. This time if the students finished their worksheets early, there was a challenge problem at the end which gave them something to focus on rather than just sitting around. And for those who are struggling with adding bigger numbers, they were able to use the base-ten blocks to help them. After consulting with my cooperating teacher, she asked me to come up with a lesson plan dealing with number sentences with missing numbers. I looked at their test and from there, I was able to come up with a lesson plan that would help prepare them for this test. I used worksheets at each station that were color coded and I used a documentation camera that was already in the classroom to help assist in teaching my lesson. When starting off the lesson plan, I explained that the students would be working with trying to find missing numbers in a number sentence. I related this to being a detective and having to find the missing number to complete the number sentence. I also told them that some problems would be easy and some would require them to investigate more.

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) greets students before instruction begins 2. 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) affective demeanor creates and maintains an inviting teaching and learning environment (Purkey & Novak)
Performance

1. I know the majority of the students names and continue to talk to them throughout the lesson plan, and before/after. They are a great bunch. 2. I think this time I was more relaxed than the first time I taught. I think I was more comfortable and this lesson wasnt as stressful as the first. I felt that I spoke in a tone that the students were able to hear and tried to move around and circulate the room as much as I could. Since I was more relaxed, I think that this lesson felt easy to teach. I didnt feel like there was a camera there and I didnt have as many what if.. questions running through my head.

Teaching (communication/diagnosis/integrative interaction) 1. Sets context for the lesson (5.1) 2. Demonstrates enthusiasm for teaching and learning (1.3) maintains student engagement 3. Models and supports active listening, interactive discussion, and thoughtful response in reading, writing, and other media (2.3, 6.1, 6.2) 4. Uses different types of explanation, levels of questioning and discussion to challenge and support student thinking (3.2, 6.3) asks a range of questions (Bloom) 5. Manages resources of time, space, activities, and attention to engage students productively (5.3) incorporates at least two different instructional strategies (Gardner)

1. As I like to do before each lesson, I always tell the students what we will be doing. I explained to them that we would be working with number sentences and finding the missing number. I also explained that they could use the base ten blocks to help assist them if they needed to use them. 2. Overall, the students seemed to be pretty engaged. I felt that I had a positive attitude and made sure to have a good time with my students. This really helped set a relaxed classroom environment for the students and I. 3. In this lesson, I made sure to keep the students as engaged as possible. I feel that for the most part, they were engaged. I kept them engaged by asking questions and using different tones of voices. I find that walking around the classroom kept them really focused because they knew that at any given time, I could be by their desk watching to see if they were following directions. 4. I feel that I did use a range of questions to help aid in my lesson. I asked them basic questions from, What was a number sentence? to

asking them individual questions when walking around to help expand on their current thoughts. 5. For the most part, I stayed within the estimated time frame. During work time, I circulated the room and helped students who needed help and just to see if everyone was on task with the lesson and following directions. I felt that I provided at least two different instructional activities. The first one was catering to logical-mathematical learners. I find that many of the students love math. They enjoy working with numbers. Also, for people who are interpersonal learners, they were allowed to work with other in their group.

Assessing (diagnosis/integrative interaction) 1. Uses appropriate informal and formal assessment strategies that link to lesson objectives (8.1) 2. provides specific feedback to learners and involves them in self assessment (8.3) affirms student participation/work with feedback such as yes, thank you, I notice, I understand-- among others 3. Reflects on the impact of the lesson on student learning, modifying the plan and instruction when appropriate (8.5) 4. Reflects on own performance in relation to Alverno education abilities and WI teacher standards (8.5, 9.2, 9.3)

1. During work time, I walked around and observed when not helping someone. If someone was lost, I would help them get on track with how to solve the missing number of the number sentence. 2. I gave students who answered questions praise and appreciation and when walking around, I would say things to them to make them think beyond what they wrote down. Ex: I see that you go the right answer, but can you show me how you got this answer? 3. I didnt really have to modify anything and when reflecting on the lesson plan, I think that it was short and simple and wasnt too long for students to sit through. 4. I feel that I was able to diagnose. Each student struggles with different areas and so as a teacher, I recognize this and think of different ways to reach the intended goal without telling them the answer. I was able to coordinate a lesson plan targeted towards working with number sentences and finding the missing number of the number sentences. For WI Teacher Standards, I feel that I was able to demonstrate Standard 5 because in doing this lesson, I related it to being a detective. There

were missing numbers and as a detective, we are going to find the missing number to solve the number sentence. Also I feel that I was able to show standard 7: Planning for instruction. Before planning the lesson plan, I looked up the standards for 2nd grade math and used that as a guideline for my lesson plan. I also used a test that my cooperating teacher gave me to help assist in making up my lesson plan.

Analysis of overall performance including dispositions: Overall, I think that this 2nd time teaching was a lot easier. I think in the first one, it was more stressful just because it was my first taped lesson and I had so many things to gather up for the lesson that I just let the nerves get the best of me. This time I used resources that were already there for me in the classroom. By using what was already there, it made it that much easier for me. I also felt more relaxed this time and realized that I dont have to go to great extent of buying this and that to keep the students engaged like I did the first time. I think they enjoyed this lesson more than they did the first lesson with the chex mix.

Observation Reflection

How would you describe your IQ (Invitational Quotient) in preparing for and facilitating this lesson?

What classroom management strategies did you employ in facilitating this lesson?

What two Wisconsin Teacher Standards were most evident in this lesson?

I tried to have a positive attitude throughout the lesson plan. This was easy because they are so well behaved. And when teaching the lesson, they were engaged and it just made the overall experience very fun and for the most part, a success. While they were working, I circulated the room and redirected the ones who were off task. But for the most part, they were all doing what they were supposed to be doing. Sometimes students would get up and come up to me while I am working with another student and I would say, Marques, I am working with Breanna right now. If you have a question, you have to raise your hand and Ill be over when Im done ok? For WI Teacher Standards, I feel that I was able to demonstrate Standard 5 because in doing this lesson, I related it to being a detective. There were missing numbers and as a detective, we are going to find the missing number to solve the number sentence.

## What two education abilities stand out in this lesson?

What teacher dispositions drive this lesson and your relationship with your cooperating teacher and students?

Also I feel that I was able to show standard 7: Planning for instruction. Before planning the lesson plan, I looked up the standards for 2nd grade math and used that as a guideline for my lesson plan. I also used a test that my cooperating teacher gave me to help assist in making up my lesson plan. I feel that I was able to diagnose. Each student struggles with different areas and so as a teacher, I recognize this and think of different ways to reach the intended goal without telling them the answer. I was able to coordinate a lesson plan targeted towards working with number sentences and finding the missing number of the number sentences. I think overall I have had such a great experience at my field placement. I was lucky enough that the only time I could go was during their math time, which is what I love to teach. The kids have been so great in having me as one of their teachers and have accepted me with open arms. And my cooperating teacher has been super helpful and very inviting. I have hear d stories of teachers who arent really helpful and I was afraid this would be the case but she is a remarkable teacher! She has great qualities that I would like to incorporate into my journey of becoming a teacher.