— Where Do We Live? conte Tela lla Ost ORAS/B beer ML Gtdan Suc Soca 1:203200 Planning = Possesses and applies content knowledge across the curriculum | Allcontentis accurately demonstrate | Integrated science lesson by emphasizing what kindof soll is common in Ga. Inte counted the states in our country. Noted the shape of a globe is a sphere. Compared size of verte states. Referred to ELA Big Book ~ Our Country. Emphasized size of Continent, Country, state, City. Ms. Willams used visuals (maps, globe, power pont) throughout lesson tofecitate learning and | understanding of location and voe. words (state, continent, country) — —— 7 sgrated math: | Understands and uses best practices, various learning theories, subject matter, curriculum development, and learner development to make curricular and instructional decisions. 4 Used multiple resources in addition to the framework and teacher resources given. Ms. Williams researched the topic and added creativity to lesson by including hands-on activities to promote interest, understanding, and rigor to the lesson. (used hand motions to denote directions, showed students the 3 countries that make up North America on a globe, located where the school is, and the area children live in by using “Google Earth” v n plans using a variety of instructional methods, resources, and technology that support knowledge of learner development 5 Used a variety of instructional methods in addition to consistently collaboratively planning. Doing so was evident in her lesson. Ms. Williams attended weekly collaborative planning meetings in an effort to plan ahead of time for upcoming standards. Technology was used to enhance and better explain standards. She collaborated with other teachers on the grade level as she planned for interesting lessons that would keep the students engaged and eager to learn even more. (globe, map, technology, hand lens , and different kinds of soils) She shared with students types of soil that might be found in Ga. Practices and encourages critical thinking, problem solving and innovation to meet students’ needs 4 Compared and contrasted weather in various places. Fostered independent thinking by allowing, students to give answers as they used the map. Ex. “Point to the southern areas on the map. Would ‘we be more likely to get snow here or in the Northern areas?” Understands constructivism as It pertains to student learning and students creating their own meaning. 4 Uses students background knowledge to bring meaning and relevance to the lesson. Ex. Noted that ‘one of the students was from the Virgin Islands. Located area on map and talked about climate. Emphasized why it is important to learn about and know where we live. Ex.” Suppose you get lost or stranded and need to give information about where you live?” Pre- assessed students before beginning the unit. Understands and uses various formal and informal assessmentsWhere Do We Live? [4] Resessedi — _Asesied in several ways. Rnestheic performance assessment, dbservaton) Ws. witamstook | Jaeetotal notes to target specific student needs. Ex. Some students colored areas on map to denote ion, Some labeled, others pointed. She provided feedback to students ina timely manner | Knows and uses a vari i aia SSS 2 variety of self-assessment (reflective) strategies to change professional and/ of sdapogical 5 Stayed after school to discuss pros and cons of day without being asked to. Brainstormed and took ‘| e Notes regarding how to improve. Ex. ~(Ms. Williams) “This student is so patient and helpful. Next tim | will allow him to work in the group with the struggling student. They seem to work cooperatively together during the morning block. ” L Classroom Environment management tes a learning community that bolsters the ter participation in purposeful activities. nstructivism by ing student interaction and 5 Wonderfull Students were told to think, pair and share. They turned to each other and discussed what they saw and learned. They were encouraged to used public speaking skills when sharing with the entire group. Ex. - “How should we speak? Making eye contact is important. The children were encouraged to demonstrate important interpersonal skills as they redelivered to classmates. The children were encouraged to interact and to be respectful of teacher and each other. Ex.- Ms. Williams created a special chart to encourage good listening skills 3s opposed to yelling out and talking while ‘others were sharing) She called it the Blurt Chart. Demonstrates an understanding of diversity by structuri lassroom to provide for the learning needs of a broad range of diverse learners. 5 Attention was giving to all students, regardless of specific needs. Ex. ~ Student with IEP regarding physical therapy was given cut and glue activity regarding topic to enhance fine motor skills. Speech student had a conference with Ms. Williams and conveyed information about where he lives. She modeled expectations. Differentiated questioning and written assignments were evident throughout the lesson. Materials and necessities were in place ahead of time and very organized. Materials managers were selected, and responsibility was emphasized. ‘Creates and uses a viable classroom management plan to enhance the classroom climate.‘Where Do We Live? = ee Positive reir yrmor oF inking before you answer and not interrupting others.” Ms. Williams "irate a compliments, Lang er Loot, an ready in place Positive cose and used the classroom management system already ‘om environment. She also created a chart of her own (Blurt Chart) Underst a S.atd demonstrates methods of fostering effective interpersonal relationships inthe classt0o™- jesson and as Students worked colaboratively in groups Confered wth eachother as hey dicussed lesson 206 they created a map. Children also came back to a whole group setting to discuss reflections. were engaged and eager to learn Overall Score: 50 points ‘Comments: We have thoroughly benefited from and enjoyed working with Ms. Williams. The students learned so ‘much and absolutely thrived from her presence. She is such a wonderful educator! Her professionalism, caring attitude, energy and determination to facilitate success among our students, is greatly appreciated. Working with Ms. Williams has truly been a rewarding experience. isted in evaluation and in comments above ‘Areas for improvement: Continue to work on using data and student interest to facilitate planning for instruction. sas Ahi Mauch 23 20\% 03 23/2e18 Orute. Dolor