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.
Students are DEVASTATED that you’re done. Could not think of a
Level All students are valued members of a welcoming
higher compliment!
3 and responsive learning community.
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.
All students are engaged throughout the learning What are some ways that you can invite disengaged learners back
experience OR almost all students are engaged into the learning experience?
Level
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 work aligns really well with what we’re doing in class.
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.
Really well-designed, but how can we set lesson up so that when
The learning experience is well-planned such that
students are stuck they can work together to get answers? Put
Level all tasks and activities are connected to one
differently, how can we minimize teacher to student learning and
3 another and effectively promote student
promote constructive student-to-student interactions.
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 I thought some of the questions in the Kahoot could’ve been
3 students are able to access the content. worded clearer (e.g. there was one answer that was not clear if
Level The learning experience is not sufficiently clear* lactic acid was the product or the reactant of fermentation).
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 This was just a really well-designed lesson to have students
evidence, applying their understanding of content
practice the content that they learned during last week’s project.
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

updated Fall 2019

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.
Most students demonstrate movement toward
Level I still think giving students short, independent times to think
higher-level understanding as a result of their
3 about content & answer questions (‘stop n’ jot) would help give
participation in the learning experience.
ALL students a better chance to move towards mastery.
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
of study.
Zooming out & reminding students about the process of cell
The teacher consistently gathers evidence about
Level respiration was super helpful!
the depth of understanding for a range of students
3
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 There were A LOT of questions from learners and you did a really
Level
student understanding by providing effective nice job getting around as best as you could! Maybe consider
3
supports, extensions, or both.* employing a structure like, ‘If you have a question, check with 2
The teacher inconsistently responds to evidence of classmates THEN ask me if you need’. To ensure that time isn’t
Level
student understanding by providing effective lost waiting for you to navigate the class.
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:

Opened with a fun discussion on the cider that had begun fermenting; Kahoot is a great way to survey understanding
and address lingering misunderstanding -- also gets students really excited.

Observer Signature: __________________________________________ Date: ________________________

updated Fall 2019