ndcal Observation : - 3/3 IIb Gchometon th Qala Buch emunacboreebtt Heeb aia comments canna Conaranca Toa Ports EO Standards) & The abjectve(s) stare “The objectve(s) is/are tied The objective(s) is/are not Spectnee) /aecmiesie bagpipe andr cose bt aoropte Soosioetndas owe sonewa sondrdse oa Beanie Ape oourade end spook, mesubl sod mouursbe oni“ cheonable Seva coat ‘Congruency, Allofthe lessons. —_Mostoof the lesson Few or none of the lesson [a se hammers ae ong loony cont /( (Srmeeetwnte’ | | ite since) nts suns). (Samant / | eaves soecet) \..oojectivets).— Sequencing rats dom complies down corp Ooeeotbeskéewn Ap gd Best com et a ee \\\nenerenaerpeenn |{ 10" Suppat On . SESMESTOE (modnsconmte jitermmacayne |) bLteet ° Fear tena! [pea sxe) lp saisnn worksree oot ond ep J logical sequence. a Pacing the mson vel pst Patent wel\ iTalent | Ror» arhiele ‘and ranstions are paced and employs some ) paced or tensions are ding ar trele ecto, Sect vanstons./ neflcive intdkcliye We = og Comments Elements of Effective instruction . Anticipatory Sot Creative, engaging and Etectve at focusing the Y Notefeive focusing highly efectve at leamers'atenion and theleamesatenionor | U2) 0 Elements Total Points: [2125 focusing te learnes’ tapping piorknowledge, tapping prior knowledge, I ‘afiention and tapping requires participation frorh does not require SPV AOE ‘ior knowledge. It, learners andincudes a partipatn fom learners requires acive statement ofthe learning orit does notincude a paricpation fom objective. slatement of the leering learners and inciudes a» — objective. clear statementofthe | — : teaming objective. a Modeling Teacher dearly and Teacher models some Teacher does not model Kio Mat gudoriet explcity models / expected earring expected learning mw (a expected learing ( outcomes fr he leamers. outcomes fortneleaners. § OY (Or PIE71 outcomes forthe) » vel oalt 7 learners, - Wu kSinter Guided Practive Clear, concrete, fective srateges provide Intfectve strategies jy ae eT ceffecive svategies _opportunies formost provide few opportunites yOV KSEE T /$ “Ara ‘provide opportunites for learners to demonstrate for eamers to demonstrate alleemers to undersianing with suppot understanding wih support demonstrate from the teacher. from the teat. undersending with Z support rom the \ ZL 8 teacher, a Page 1of3Clinical Observation #2, Student Teacher putt Kalan Lotcdurr Slosure “Concise closures "Closures provided that inadequate or missing provided that requires requires some participation closure. active paticiation from from learners and | leamers and efectively reinforces the learning ‘reinforces the leaming objecive(s) pate_3/3/ Jf Observer £y)) 47 v ‘pdependent Practice ooteria objectvels). Instructions are Instructions are somewhat Instructions are unclear or extremely dear and / clear and may anticipate ~ do not anticipate anticipate ifcuties. diffcutes. Tasks ensure dffcules. Tasks do not “Tasks ensure that all | that most learners possess ‘etsure that learners learners possess the \ the requisite knowledge possess the requsite requis knowledge and \and sls to succeed, _fnowedge an sis to shi to sucoeed. succees. enor esponsive Instruction ‘Check for Understanding ‘Wanitor and Adjust Teacher uses ongoing Teacher uses al least one | Teacher does not check ‘and varied strategies to strategy to check for —_for understanding check for understanding. | understanding, Teachar continually and Teacher adjusts instruction Teacher does not adjust cffecively agusts as student needs indicate. instruction as student instruction as student | needs indicate ‘needs indicate, ) 2) Effectively meets the Allempts to meet the needs of al students by needs ofall students by Does not effectively meet the needs ofall students Management Total Points: &. 55110 eed toerid Led Total Points out o 70: “45/ FO Page 2 of 3Clinical Observation #2, Date S3//eo student Teacher Fa Rabin Buchun observer Wiparasnc ie ttre ‘Additional Comments Goals for Next Observation ‘The Student Teacher's goals for areas needing improvement onthe next clinical observation wil be autined below. ‘The goals should be focused on areas marked “Unacceptable” on tis clinical observation :9a(s) marked "Unacceptable" are: 38 A summary of the conversation between the Observer andthe Student Teacher regarding the deficiency —need more student invowemert > (May € Kc racrt questions . Led) Ue Mart Cxplicatnétes) ‘tons the Observer wil lake fo help address deficient area(s) are: sofons the Student Teacher wi take to aess decent als) ar: Hore gery of wi una) eso" } § Sur Teac Sg tbbak- Gaol om 131 Ue 4 272 fe ef WA\\ Q emrersinap 2 LLL SATA G ft lM A Page 3 of 3