Wesleyan College Field Experiences Observation Instrument (FEOT) 2. tein Lou soe 3/24, Z ‘Nome se Date’ Observation Luks phe bbere SL Batn Wiles ‘Cooperating Teacher. School, Grade/Area Evaluator KEY: _0=Not Present __4 = Emerging 2= Developing 3 = Proficient ‘4 = Exemplary LAEIBE AE. Observation Proficiencies Lt 1) Lesson planning, preparation and organization are evident. 2) Materials are organized and distributed efficiently. Z| 3) Various and appropriate resources are utlized -Taches poy Teaches 4) The purpose of the Iesson is articulated (communicated to the students). ~Z{_|'5) Sound knowledge of the content is evident. 6) The lesson is designed to accommodate a variety of student abilities and learning c styles. | [7) "Real world” connections are addressed in the lesson. '8) Objectives are measurable and relevant. 9) Students are given clear directions and demonstrate a readiness to complete the S assignments/assessments. 10) Assistance is provided to individuals or groups as needed. 111) Adequate feedback and encouragement are provided to the swudents. 12) Knowledge of the students’ background and performance is used to assist in developing activities and assessments. 13) Assessments are aligned to the lesson objectives. 114) Candidate closes lesson effectively (eg: Provides students an opportunity to self- assess) Z| is) Fgh academic expectations are communicated to sauder. 16) Studerts are treated faly and equitably. Tia; P86; 8 Tea 17) The classroom environment is supportive of learning. 18) Transitions are effective 19) The candidate speaks and writes standard Enalish clearly, comectly and distingly. 20) Effective classroom management skis are evident. he epi) 3/22/4 Teese Sos /s Date’ -5a; 1-5; Ise Revision: (11/21/13)Kayla Simpson Math Unit- Dr. Wilcox FEO! from 3/21/14 Debrief on 3/25/14 I received a 0-1 on making “real world” connections and a 1 on the knowledge of the students? background and performance to assist in developing activities. I need to really work on both of these areas in order to make my lessons the best that they can be. In order to make sure that I make real world connections, I would like to start incorporating more into the opening of my lesson. By using it as an opener, I will not only have an engaging hook, but make it meaningful to them. Having the ‘real world’ connection at the beginning will get them to start making connections and understanding why this lesson will even be relevant to them, As for knowing the students’ background and performance to assist in developing, activities, I really need to work on this, I know that the students are seated next to and around people that they can work with, But it was still (oo random. I should have taken the time to really sit down and look at all of their progress over the last few lessons to determine how to appropriately pair them up. While I did not have trouble with it this time, I know itis also important to really get to know my students, Because I will need fo know who can and cannot work together, as far as behavior and playing around goes. This way, my students will get the most out of the activity.