GTCH 3103: Project Based Learning

TEACHING FEEDBACK FORM – Teach # (please circle): 1 2 3 4 5 6 7 8 9 10

Observer Name: _Magee_____________________________ Observer Role (please circle): Mentor Teacher Instructor TA

GWTeach Student: __Alex Lambert______________________ Class/Subject Area: AP Biology____________

ESSENTIAL PRACTICE 1:
Evidence/Comments
CULTIVATE A RESPONSIVE LEARNING COMMUNITY
1A: Supportive Community
All students are valued members of a welcoming
Level and responsive learning community. Students are
4 authentically welcoming and responsive to one
Going forward, let’s make sure to build in structures so that
another.
students who come in late/miss any portion of the class can get
Level All students are valued members of a welcoming
caught up (this can be through you directing them, pairing with
3 and responsive learning community.
other students, etc)
Level The teacher is respectful of students; students
2 generally comply with the teacher’s directions.
Level
The expectation of Level 2 practice is not met.
1
1B: Student Engagement
All students are engaged throughout the learning
experience OR almost all students are engaged
throughout the learning experience and the
Level
teacher responds to disengagement by inviting
4
students back in to the learning experience.
Students demonstrate deep investment in the
learning experience.
Students really responded well through the different portions of
All students are engaged throughout the learning
the lesson – they were incredibly engaged with the discussion at
experience OR almost all students are engaged
Level the outset, as well as the creation of the starters.
throughout the learning experience and the
3
teacher responds to disengagement by inviting
students back in to the learning experience.
Almost all students are engaged throughout the
Level
learning experience; the teacher does not respond
2
to student disengagement.
Level
The expectation of Level 2 practice is not met.
1

ESSENTIAL PRACTICE 2:
Evidence/Comments
CHALLENGE STUDENTS WITH RIGOROUS CONTENT
2A: Rigorous Content
The learning experience is both aligned to
Level academic standards and challenging for students.
4 The learning experience fosters students’
intellectual curiosity about the content.
Level The learning experience is both aligned to
This lesson was planned well and aligned to the AP Biology CEP.
3 academic standards and challenging for students.
The learning experience is aligned to content
Level
standards but is not sufficiently challenging for
2
students.
Level
The expectation of Level 2 practice is not met.
1

updated Fall 2019

GTCH 3103: Project Based Learning
ESSENTIAL PRACTICE 3: LEAD A WELL-PLANNED,
Evidence/Comments
PURPOSEFUL LEARNING EXPERIENCE
3A: Skillful Design
The learning experience is well-planned such that
all tasks and activities are connected to one
Level another and effectively promote student
4 understanding. The learning experience is
designed to maximize time for students to grapple
with content.
The learning experience is well-planned such that
Alex did a wonderful job thinking through the planning of this
Level all tasks and activities are connected to one
lesson.
3 another and effectively promote student
understanding.
The learning experience is not sufficiently
Level organized OR includes tasks or activities that are
2 not entirely effective at promoting student
understanding.
Level
The expectation of Level 2 practice is not met.
1
3B: Skillful Facilitation
Level The learning experience is clear* and all students
4 are able to access the content.
Level The learning experience is clear* and almost all
Student certainly got how to make the starter, but did they
3 students are able to access the content.
understand how it fit in to this unit as a whole?
Level The learning experience is not sufficiently clear*
2 for students.
Level
The expectation of Level 2 practice is not met.
1
* In certain instructional situations such as an inquiry lesson, a teacher might intentionally offer a task or question that is unclear for students. In such circumstances,
evaluators should assess clarity by considering whether this approach promotes greater student understanding of the content.

ESSENTIAL PRACTICE 4:
Evidence/Comments
MAXIMIZE STUDENT OWNERSHIP OF LEARNING
4A: Cognitive Work
Students spend the majority of the learning
experience engaged in meaningful cognitive work,
Level
including explaining their thinking with appropriate
4
evidence, applying their understanding of content
to complex tasks, or both.
Students spend a significant portion of the learning
experience engaged in meaningful cognitive work,
Level
including explaining their thinking with appropriate
3 The concept map was a great way to have students visually
evidence, applying their understanding of content
organize their thoughts.
to complex tasks, or both.
Students spend a significant portion of the learning
experience engaged in work that is not entirely
Level meaningful because either there is more teacher-
2 directed instruction than appropriate or student
work consists of rote tasks misaligned to the rigor
of the intended learning.
Level
The expectation of Level 2 practice is not met.
1

4B: Higher-Level Understanding Students were incredibly engaged with the lesson. I gave a 3 here
Level All or almost all students demonstrate movement for how Alex designed this lesson within the context of the series.

updated Fall 2019

GTCH 3103: Project Based Learning
toward higher-level understanding as a result of
4
their participation in the learning experience.
Most students demonstrate movement toward
Level
higher-level understanding as a result of their
3
participation in the learning experience.
Some students demonstrate movement toward
Level
higher-level understanding as a result of their
2
participation in the learning experience.
Level
The expectation of Level 2 practice is not met.
1

ESSENTIAL PRACTICE 5:
Evidence/Comments
RESPOND TO EVIDENCE OF STUDENT LEARNING
5A: Evidence of Learning
The teacher consistently gathers evidence about
the depth of understanding for a range of students
Level in order to gauge their learning progress. Students
4 understand how what they are learning and doing
fits into a larger learning progression and/or unit
This is the tricky thing starting with a discrepant event (e.g.
of study.
sourdough starters to introduce cell respiration). Do you have
The teacher consistently gathers evidence about
Level the sense that students knew how mixing flour and water linked
the depth of understanding for a range of students
3 with cell respiration?
in order to gauge their learning progress.
The teacher inconsistently gathers evidence about
Level
the depth of understanding for a range of students
2
in order to gauge their learning progress.
Level
The expectation of Level 2 practice is not met.
1
5B: Supports and Extensions
Level The teacher consistently tailors effective supports
4 and extensions to individual student responses.*
The teacher consistently responds to evidence of
Level
student understanding by providing effective
3 I think designing ways to test for understanding DURING the
supports, extensions, or both.*
activity would’ve made this lesson next-level.
The teacher inconsistently responds to evidence of
Level
student understanding by providing effective
2
supports, extensions, or both.*
Level
The expectation of Level 2 practice is not met.
1
* In certain instructional situations such as an inquiry lesson, a teacher might not offer an immediate intervention as students grapple with content. In such
circumstances, evaluators should assess degree of support by considering whether this approach promotes greater understanding of the content.

ADDITIONAL COMMENTS:

‘Don’t feel like you have to write this down’

‘I want to hear where you head is at’
‘Feel free to talk while I pass things out’; ‘Back of my fridge, I have no idea what it is’
Really great job facilitating the discussion at the outset of the lesson; Kahoot is an excellent check for understanding
(CFU).
16 students in the lesson
Definitely want to model something like a concept map (which Alex did after a few minutes).

updated Fall 2019

GTCH 3103: Project Based Learning

Observer Signature: __________________________________________ Date: ________________________

updated Fall 2019