Formative/Summative EDU 335 Practicum Teaching Observation Evaluation Candidate Stepan schoot_SPH_LiP po village. Date of Obperyatioa t= I= 20a a ish tater sabe &-Ga ENQUSID GxOde 3 Lesson Tite__ENG|iS! Instructions: Use the Evaluator_Heather Rdpinsan (Si -( ee CHUN scale following each statement to indicate the candidate’s level of competency sluation on evidence presented in the lesson plan and teaching practice. Please also for that indicator. Base yout ev include any comments that may be helpful. 4 3 2 Pos = Nae High evidence Substantial | Moderate evidence [Little to no. Not applicable |___ evidence evidence z Preparation for Learning: Planning for Instruction ‘The candidate ‘© clearly defines objectives for the lesson @321NA Frese sg oe ater SPO Foe the eas 4@21 © considers the content from a biblical worldview 4321 ‘© demonstrates deep understanding of content and skills of the lesson 4@21 NA © meets the needs of various learning styles 43@1NA Delivery of Instruction: Instructional Strategies The candidate Begins tie lesson by preparing students for learning, 4@21NA © builds background to link new concepts 43Q@1 NA © employs a variety of apt instructional and organizational strategies @321NA © conchides the lesson with an effective summary ot amplification 4 6)2 1 NA Delivery of Instruction: Assessment ‘The candidate * checks for understanding during the lesson. 4@)2 1 NA The Learning Environment: Communication rhs ain develops positive appor with students @321NA encourages and etifis students 4@21NA speaks with clarity, enunciation, and with appropriate volume 4@21NA * uses legible and helpful visual aids, including writing on the board 4@21NA T le haw you thought abr this essen carefully asked questions about it and adjusiéd the lesson to be een beterThis lesscr\ Camected wll uitly Gr UCL Goad pausing + gio sturents hime to finish. Pointed aur tre differences when the Students sata the wirany ward (vero or nan isead oF an adjeerve) -Caud do moe vey * begin AS, (examples of aun verbs, 4n GO+ 8 PTo‘ ra n- ide fran weit them ink cat ps aad thay woe having ar fo dvowuing F Rep 4p cnock if ere gone ad 10 Ce a ee es encaurge ‘rm 4 finish, used their Names whid 4ne_ student rospended well 1 - Con were a giving Ahem a ser time to draw by Deng epliar (you have — miflutesto do “then give a cauntdawn ey Couple of minures to help them mai ineic time). Goad joo getting their attenrion -called for trem ancl saw same students working. Called on them fo ask them to sop and lisfen. Dorit be afard to persist ancl walt for every student to have ‘andl bo hstening to you Coane students caminued +o ON Am Ont stl o SO Ne: Epes pene ronrling \ Using #ne same leg fo get the students akiention tat the dlssroom ‘Rachers use yelpad tp keep it consistent. Suclens tren knew what 4o da -cassiaam management was then mare successful. gudens ally en\cyed tre quess who game werked wel) together in dante - Can wate a mit sure ditterenr (A each grap ger a qurn t0 CGR Q quand). orner wise Ane Same students ‘will ASR all the opestiars .