Lesson Feedback

Form 1

Lesson Feedback
Form 2
UFTeach Students: Melly Diaz Lesson Number / Topic: 2: Intro to evolution

Observer & School: GNEvans @ GHS with Paxson in AICE Biology Lesson Date: Weds 12/02/2015

What to watch for: (Please place a in all boxes Comments: (Please comment on areas
where the behavior was observed.) where students have exceeded
expectations as well as areas where
improvement is needed.)

Professionali arrive at least 15 minutes prior to teaching and

sm are organized and prepared to teach.
The UFTeach dress appropriately and professionally.
students return borrowed equipment and leave room in
good condition.
c seek feedback from host teacher.
Classroom c Students work together productively and talk with
Environment each other about the lesson.
c The majority of students are on task throughout
the class.
c The classroom environment encouraged students
to generate ideas, questions, conjectures, and/or
propositions that reflected engagement or
exploration with important mathematics or
science concepts.
c The teachers classroom management strategies
enhanced the classroom environment.
c The classroom environment reflected attention to
issues of access, equity, and diversity for
students (e.g. cooperative learning, language-
appropriate strategies and materials,
attentiveness to student needs).

Lesson c Objectives of the lesson are clearly stated.

Structure Vaguely stated objectives (~we will learn
some things about evolution)
The sequence of the lesson is structured to build
understanding & maintain a sense of purpose.
Students are engaged in exploration of an
important math or science concept.
The lesson includes appropriate use of technology
to support learning goals.
Lesson c address students BY NAME. Rarely uses names.
Implementatio You NEED to use student names in every
n interaction.
The UFTeach ~ speak audibly (volume, pace, enunciation). Use a
students good teacher voice, you are hesitant and a
little quiet for most of the lesson. Towards
the end you seemed to be warming up
and sounding more like a teacher.
use questioning strategies to develop conceptual
understanding (cite evidence). Each lab station
based around key questions. Also structured the
ppt used in explanation around probing questions
about each station.
~ encourage participation of ALL students in the
lesson (cite evidence). Pairs in lab stations
facilitated every student having to work, during
explanation need to involve a wider array of
students in the conversation. Have students talk
first about the stations, you were doing almost all
of the explaining- students should be using this
time to be making sense of what they have done
and discussed in groups instead of listening to
you talk about it.
c maximize time for learning through pacing &
effective management of materials. Watch your
pacing, needed to have more time for your
explanation (or streamline the discussion so that
you can discuss all of the topics by the end of the
period.
include safe, environmentally appropriate, and
ethical implementation of laboratory procedures
and/or classroom activities.
Hang all candies high (at same level) close to
ceiling. Instead of taking volunteers to grab
candy, select people to ensure you get a
wide range of heights. Ask for volunteers
without telling them what they will do (as you
did it, only tall people volunteered, the one
smaller person was still able to reach
because you had a low one).
Your instructions about how to get started
were unclear. It sounded like students would
select their own groups. Show them the
assignments then clarify: John & Eric you are
at station 1B (here-go stand by it) do this for
a few more then say everyone clear? Then
check with students as they go to stations to
make sure they are in the right places.
Dont be afraid to call on non-volunteers. If
no hands are raised, pick someone you have
not heard from and ask them what they
think.
Lesson The mathematics or science content chosen
Content was significant, worthwhile and developmentally
appropriate for these students.
c The teachers written and verbal communication
is consistent with deep knowledge and fluency with
the mathematics or science concepts of the lesson.
You seemed hesitant in your speaking, could
not tell if it was because you were uncertain or
nervous.
Appropriate connections are made to other areas
of mathematics or science and/or to other disciplines
(including non-school contexts). Engagement /
Elaboration.
Elements of mathematical/scientific abstraction
were used appropriately (e.g., multiple forms of
representation in science and mathematics classes).
Adjust timings on the stations as the lab goes
on. After doing a few station, students get
the hang of things and tend to finish faster =
shenanigans.
You are having time management issues
throughout the lesson. Get started quickly,
dont waste time giving out candy before the
lab (put in a bowl and say take one if you
want it, adjust timing on the stations as
students are working, alert them when they
have one minute left (you have to ride
students to make sure they are actually
working to finish in the time allowed) make
sure to break back into class to have enough
time to effectively discuss each lab station,
and be sure to finish on time (likely you will
not have the luxury, of a double vblock.

Additional Comments:
You need to be more of a presence in the classroom as a teacher. Your manner is still too low key. Use your teacher voice / speak louder and
with more decisiveness. Decide what you want students to do, then tell them, this is what we will do. You sound hesitant, like you are not
really sure what you want. This will make it more difficult for students to want to follow you as their leader.
As you circulate, stay engaged directly with the students. At some points you are just kind of wandering around.

Lesson Feedback Form 3

UFTeach Students: Melly Diaz and Tiana Ralliford Lesson Number / Topic: 3 /

Observer & School: Mrs. McTureous / Howard Bishop Middle Lesson Date: April 10, 2014

What to watch for: (Please place a in all boxes where the Comments: (Please comment on areas where students have
behavior was observed.) exceeded expectations as well as areas where improvement is
needed.)
Professionalism are organized and prepared to teach. Your materials were well organized for use during the lesson,
The UFTeach arrive at least 15 minutes prior to teaching. minimizing loss of instruction time and any distractions to the
students students.
- dress appropriately and professionally.
Jean-look is not appropriate UFTeach attire.
return borrowed equipment and leave room in good
Nice smiles throughout the lesson.
condition.
seek feedback from host teacher.

Classroom Students work together productively and talk with each

Environment other about the lesson.
The majority of students are on task throughout the
class.

Lesson c Objectives of the lesson are clearly stated. Speech on video was very fast. There was much talking (teaching?)
Structure The sequence of the lesson is structured to build not necessary for your lesson. The video was just a lecture (too
understanding & maintain a sense of purpose. long) and was not engaging.
Students are engaged in exploration of an important The objective of the lab was not clearly stated.
math or science concept.
N/A The lesson includes appropriate use of technology to support
learning goals.
Lesson - address students BY NAME. Where are the nametags?
Implementation - speak audibly (volume, pace, enunciation). During the Explanation you did a good job of calling most of the
The UFTeach - use questioning strategies to develop conceptual students by name even without the nametags.
students understanding (cite evidence). Just because 2 students answered a question correctly does not mean
that the class understands the concepts. Be careful not to make the
encourage participation of ALL students in the lesson
assumption that the whole class is knowledgeable based on a few.
(cite evidence).
Know where the lab stations are situated by numbers so you can be
maximize time for learning through pacing & effective more specific in sending students to the stations.
management of materials.
Melly, work on increasing your volume when speaking to the whole
c include safe, environmentally appropriate, and ethical class.
implementation of laboratory procedures and/or
You had a group of two and several groups of four. Reassign a
classroom activities.
student so that you have two groups of three and two groups of four.
You have a well-designed lab. Get excited! Speak with assurance.
Avoid saying, You guys.
Your questions asked of students while they are working in groups
should not allow students to answer with a Yes or No. If you
ask them, So you understand . Have students tell you why or
explain to prove they understand.
You rotated nicely to each group during the Exploration.
Good questioning students about the difference of the atomic
number and the mass number.
Great job having students report first in the beginning the
Explanation.
Melly, nice job using give me five and reminding students to raise
their hand if they want to answer a question.
When giving answers to Application Questions have students
explain how they got the answers. (You did this a few times.)
Good rejoicing in sharing students discoveries with them.
 Lesson Content The mathematics or science content chosen was
significant, worthwhile and developmentally appropriate
for these students.
The teachers written and verbal communication is
consistent with deep knowledge and fluency with the
mathematics or science concepts of the lesson.
c Appropriate connections are made to other areas of mathematics
or science and/or to other disciplines (including non-school
contexts). Engagement / Elaboration.

Additional Comments: On your Entrance Tickets slide, use the word finished instead of done. Also, it is best in all professional writings not to use
contractions; use you are instead of youre.
Where is a slide that gives directions to the post-evaluation?
Where is your closing slide?