tH ‘Tobe completed by ASU Pre-service Teaches Grade Level_G ASU Pro-ervice Teacher eer Ruz Asef ee Lesson Objective: SWRAT * REap Ano un a QUESTIONS, CITE SPECI EVIDENCE Rom A TERT To MAKE A CAUM ‘To be completed by Placement Teacher: Please circle the number that best describes your observations of the pre-service teacher. T=Does not meet expectations 2=Approsches expectations 3+Mieess expectations 4=Exceeds expectations 1. The preservice teacher appropriately implements a teacher-designed lesson plan: eG re pre-service appropriately implements a teacher-designed lesson pl 236 Creat 2. The reserve eacher incorporates atapes adiessng he diverse needs orleans: 1 23 3. The pre-service acer monitors and adj lene and teaching 2 ede 123@ feed baok Prw per 5. Thepre-evietacherefectvly collaborated with placement teacher n developing He A ech rg ore 123@ CHT et ee ee ore ‘What the pre-service teacher did especially well: Please See Atirchecl What the pre-service teacher should consider for next teaching experience: ” ” Other Comments:What pre-service teacher did well: Overall the lesson was very effective. The concepts were understood and applied in future lessons. Jesse Ruiz’s presentation of the lesson contributed to its overall effectiveness, These essential components of the lesson included -identifying appropriate standards/objectives -organizing materials -grouped students heterogeneously based on their academic abilties/performance -used timer to help students use time wisely -monitored student groups and offered suggestions to find answers -checked for understanding and provided appropriate feedback He managed the diversity of tasks and the movement in the classroom with ease. He provided clear directions for students and set time limits for them to accomplish each task. The materials that were utilized & questioning strategies were appropriate. The lesson was a success, What the pre-service teacher should consider for next teaching experience: There were a few students who did not take the assignment seriously and were uncooperative and rude. Students should be called on their poor choices. My suggestion is that those students are "talked to" one-on-one prior to the next lesson. Intern should speak with student outside side stating the undesirable behaviors observed and what is expected for the current day. The student should know that they are being warned and that continuing to refuse to follow directions will result in a consequence. ‘The structure of this activity is very beneficial to motivated students but offers some challenges for other students. Many times the low-readers also exhibit other poor study habits and need re-directing in class. Compliments on the baby-steps they are making or insight they have, correct answers, etc. Also providing rewards may prove to be beneficial in shaping the desired behaviors. Basically, discourage the inappropriate behavior and encourage the Other Comments: “This year, the staff at Fremont has engaged in AzCCRs more than ever —especially in writing. This content reading lesson supported a wnting requirement. Jesse is a very strong teacher. His personal academic stills in Language Arts and Science are apparent as plans with other teachers in professional development activities and in PLC teams. He has a keen attention to detail and this is reflected in the materials he produces and in his work with the students. His interaction with individuals and small groups is noteworthy. He is especially effective in questioning students, responding to questions, and providing ‘support to students engaged in problem solving. Hur (MT railed t! ©