Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Olivia Martinez Evaluator: Stewart

UNC Supervisor, OR Cooperating teacher
School, district: St Vrain Subject/Grade: High

Lesson topic and summary:

Memory -Assessment of Painting

C RITE RI A DE VE LOPING PRO FIC IE N T TARGET

PEDAGOGY Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. specific to individual students’ needs. appropriate learning objectives. Advanced
Student learning is evident in few. Student learning is evident in most. student learning is evident.

Thoughtful questions as a result of concept

scaffolding

LEARNING Behavior problems in classroom
ENVIRONMENT negatively affect learning. Little
control over classroom. Has
difficulties relating to students.
Management may be
developmentally inappropriate.
Manages most behavioral problems
and maintains control of the
classroom. Intentionally creates a
healthy classroom community
where students are treated with
sensitivity and respect.
Discipline problems are prevented through
engaging instruction and building a safe,
respectful, and tolerant classroom
community. Appropriate intervention
strategies are evident. Effective use of time
and classroom structures apparent.

Students complying but for some resulted in

thoughtful questions

INSTRUCTION/ No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
ASSESSMENT connection between assessment and including formal and informal methods; both formally and informally; assessment
instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives.

Individual observations result modifications

of instruction

REFLECTION ON Ineffectively links student learning to Periodically reflects on professional Evidence of reflection and analysis of student
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex,
Discomfort in school climate. dynamic environment. dynamic environment of a school.

PROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. of professional practice and communication.

SPECIFIC CONTENT
Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
OBSERVE AND Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
LEARN TO knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
COMPREHEND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
 Lesson Observation Form K-12 PTEP, UNC
Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill.
inadequate. discovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.

Focus on student  Lesson Objective: The learner will…

achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
o Understand the Arts Community by learning about artists who work
with the concept of memory.
o Envision and develop an idea to create a work of art.
 Revised Objective: The learner will…
o Understand the Arts Community by learning about artists who work
with the concept of memory.
o Express, Reflect, and Envision to develop an original idea through the
Right Question Technique.
Student progress toward objective:
 Students were introduced to several different artists who work(ed) with
memory, and then were asked to research an artist they were interested in.
They posted these artists on a Padlet and wrote why they liked/chose their
artist of choice.
 Through the Right Question Technique, students engaged in discovering a
question and topic of their own around the prompt “Memory forms the
foundation of our identity.” They wrote down at least 10 questions regarding
this statement, and then proceed to create mind maps on their questions. They
asked themselves what images, emotions/feelings, colors, and experiences
they connect with their questions and how they can use those words to create
a work of art.

How standards are aligned and evidenced:

 Students are guided through a discussion on Artists working with the concept
of memory, as well as researching artists on their own and discovering why
they like the art and artists they chose.
 Lesson Observation Form K-12 PTEP, UNC

Students are guided through the right question technique, which allows students to
ask thoughtful questions, and try and find answers through the reflection of their own
experiences, emotions, and ideas.

CS I did observe that the final questions students chose after the guided Right Question
Technique aligned with Standard 3 E) a Research and generate possible concepts that can
be used to build deeper meaning in preparation for making.

Areas of strength: Teacher Candidate: Observer:

What are your areas of
strength?
Areas of growth: Teacher Candidate:
What are your areas of
growth?
 Organization
 Timing of activities
Modifying instruction and re-
explanations when students
have questions
 Student relationships
Shifting student’s mindset
from “I have to”, “to I want
to.”
Well Structured complex topic
prepared and organized
Review of learning
Sharing own story/art as example
(listening)
 Individual conversations
 Own research QR link to padlet-10
minutes
 Structuring of time/learning-
preparation
Observer
 Ask questions where you don’t know
the answer and want the opinion of the
students

Goals: Goals:
 Relationships
What are goals to  Exciting students about art
improve your instruction through my own excitement
and increase student and enthusiasm
learning and artistic
development?

Evaluator signature: Stewart Date: 9/13/21

NOTES:
Personal connections for intro- Little buy in to question / BUT voices in room

Fill out goals

Review of previous learning

Assessment criteria
Lesson Observation Form K-12 PTEP, UNC

Technique
Invention
Craftsmanship
Effort

See Think Wonder

Pailiavi Padukone-memory and smell

Favorite smell-on topic discussion
Threads infused with smells/ Response ( that’s coll)

Valerie Hammond
Hands from friend who has passed away-dried flowers preserved in wax

Nikki Rosato
Maps
Tell a story about a road trip
Do the places you have been shape who are

MEMORY FORMS THE FOUNDATION OF OUR IDENTITY

8 minutes to ask questions about statement
Majority of students participated

Change yes/no questions to open ended questions

Ask question to neighbor

Write question in sketchbook..

Underline key words

Mindmap key words-use color/imagers/emotions/experiences

Quiet and thoughtful engagement

Ideas for artwork.