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
another. Better job checking in with students who came in late today.
Level All students are valued members of a welcoming Using this placement, as well as your full-time placement to
3 and responsive learning community. develop structures for this sort of management will be really nice.
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
The students were largely engaged (w/ about 2-3 ‘zoned out’ at a
learning experience.
given time). In addition to the structures mentioned above, what
All students are engaged throughout the learning
ways can you incentivize and drive towards 100% engagement?
experience OR almost all students are engaged
Level What is the plan when a student gets stuck? Should they wait for
throughout the learning experience and the
3 you, ask a partner, or move onto the next problem?
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 Today’s lesson was directly out of the AP Biology CED, specifically
3 academic standards and challenging for students. section 3.6.
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. I want to re-think the discussion/guided notes. I think there is A
The learning experience is well-planned such that LOT of merit going through the diagram in the manner that you
Level all tasks and activities are connected to one did. I wonder if it would have been more effective to do the
3 another and effectively promote student general/overall cell respiration piece THEN drill down in each of
understanding. the steps.
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. You did a nice job explaining the details and addressing
Level The learning experience is clear* and almost all misconceptions when they arose. You want to be aware of the
3 students are able to access the content. mistakes in content, but also want to continue thinking through
Level The learning experience is not sufficiently clear* ways to address them. Mistakes will ALWAYS happen, how can
2 for students. you make it a teaching moment for the learners?
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 See the comment above about what students SHOULD do when
evidence, applying their understanding of content
they’re stuck.
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
2 teacher-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

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GTCH 3103: Project Based Learning
4B: Higher-Level Understanding
All or almost all students demonstrate movement
Level
toward higher-level understanding as a result of
4
their participation in the learning experience. When we consider differentiation we almost always consider
Most students demonstrate movement toward making the content accessible to all learners. In order to drive
Level
higher-level understanding as a result of their your score in this section I encourage you to consider what are
3
participation in the learning experience. structures that you can put in place so that when students
Some students demonstrate movement toward complete work early they can continue to develop their
Level
higher-level understanding as a result of their understanding.
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
Checking for understanding throughout the course of the lesson is
4 understand how what they are learning and doing
going to continue to be an area of growth through much of your
fits into a larger learning progression and/or unit
teaching career. There are always going to be new strategies and
of study.
new technology at your disposal. During Monday's lesson you
The teacher consistently gathers evidence about
Level used a Kahoot in order to diagnose student understanding. Using
the depth of understanding for a range of students
3 this strategy throughout the lesson would give you a chance to
in order to gauge their learning progress.
check for understanding from the class as a whole as opposed to a
The teacher inconsistently gathers evidence about
Level few learners at a time.
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 I thought the use of closed captioning through your discussion
Level
student understanding by providing effective portion was an incredible use of technology. As mentioned in one
3
supports, extensions, or both.* of the above sections, what did you do for students who
The teacher inconsistently responds to evidence of understood the content and needed to be pushed a little bit
Level
student understanding by providing effective further during today's lesson?
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:

What can students be doing during this video (e.g. maybe a NearPod)?; What should students be doing while your
speaking/discussing with the class? ‘Outside the CELL to inside the CELL’ – you meant mitochondria here. It’s ALWAYS
okay to admit a mistake! ‘What is Fructose?…..How do you know it’s another type of sugar?’ ‘What is fructose?’ You
don’t get water out of hydrolysis….. I like the thumbs up/down-hot/cold CFU. I LOVE that you PowerPoint is close
captioned; They have no concept of what 2 ATP molecules gives them. Depending on the students that you’re working
with, you may want to ‘chunk’ work time. ‘Take a minute and reflect on what I gave you, where is the mistake?’ Easy is
RELATIVE!

updated Fall 2019

GTCH 3103: Project Based Learning

Observer Signature: __________________________________________ Date: ________________________

updated Fall 2019