Lesson Participation and Observation Assignment

Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23

Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

**Remember: Delete/Replace All Highlighted Print With Your Lesson Participation and Observation Assignment**

Lesson Title: Lesson participation and observation

Cooperating Teacher: Meme Evans

Teacher candidate: Lauren Hurst

West Elementary 4th grade

School District #11

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Lauren Hurst Section Number: 103
Cooperating Teacher Name: Meme Evans
School: West Elementary school Room:103
Date:11/15/2023 Grade level:4th Time Needed:45 minutes
Mathematical Topic/ General Concept: Multiplying multi digit numbers by one-digit numbers through the use of the three
strategies taught.

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing 10:00am-10:45am

__X Co-taught with cooperating teacher

___Assisted cooperating teacher instruction

Prior Knowledge Prerequisite(s) for Learning:

Using expanded form, area model, partial products, multiplication facts
Student Misconceptions About the Topic:
Students leave zeros when moving place values as well as put too many zeros in basic facts.
Class Demographics: There are 20 students total with 11 girls and 9 boys. We have one Hispanic girl that does not know
how to speak English that leaves the classroom for English lessons. The classroom overall is very diverse with a mix of
Caucasian students, African American students, Hispanic students, and one Asian boy.
Materials Needed For the Students Materials Needed For the Teacher
pencil Task cards
Multiplication task card worksheet tape
Partner Task card multiplication worksheets
*The student I interviewed had interest assets in the following areas that are different from mine:
__interest in school _X_interest in lesson topic __interest in class colleagues __interest in teacher
*The student I interviewed had knowledge assets in the following areas that are different from mine:
__skills mastered __knowledge of lesson topic __interpersonal skills needed to learn with others X _prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
__race __social class _X_gender __language __culture
*The student I interviewed had community assets in the following areas that are different from mine:
__school cultural diversity _X_student knowledge diversity _ economic class of school neighborhood __teacher/administrator experience
*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the interviewer.
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher:
CCSS 4. NBT. B.5: Use place value understanding and properties of operations to perform multi digit arithmetic
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two-digit numbers, using
strategies based on place value and the properties of operations. Illustrate and explain the calculations by using equations,
rectangular arrays, and/or area models.

Learning Objective Given by Cooperating Teacher:

Students will be able to select a strategy and successfully multiply by two, three, four-digit numbers.

Cooperating Teacher Interview Question

What do we want students to learn when we teach and learn this lesson with them? How does your response to this
question align with the lesson standard and objective you gave me for this lesson?
Initial and Elaborated Response:
Ms. Evans wants students to learn that you can use several different strategies to find the product of two-, three-, and four-
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

digit numbers. She wants students to understand and recognize the three strategies she taught them. Students can also
typically use their preferred strategy to complete the multiplication problems, however it is important for them to
understand all strategies to enhance their number sense. This is why the multiplication task cards completed with partners
is so helpful to students because it allows help from classmates and encourages students to try different strategies. The
reduced boredom and rise of engagement help math become an enjoyable part of these students academic journeys. Ms.
Evans response aligns with the standard in many ways including, using area models, multiplying multi digit numbers by
one-digit numbers, etc. She reviewed the strategies to start of the lesson because understanding all three is the main
premise of this activity. The students were able to use their math facts chart throughout the activity to help them from
getting discouraged while working out multi digit numbers.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Initial and Elaborated Response:
The diverse student I got the pleasure of working withs name is Terrel. He told me he wanted to learn how to properly find
the sum of a problem by using the box strategy, otherwise known as the area model strategy. He told me this was his
answer because he already understood the regrouping and partial products method fairly well. Terrel also told me he
preferred to be taught math by working individually. Initially this shocked me because usually students prefer group or
partner work. He said he preferred to work individually because he could focus more when he worked on math alone. I
then asked him if there was any other way, he preferred being taught math and he exclaimed that he liked when Ms. Evans
used the projector to model and explain lessons. I assume he prefers when she models up on the projector because he likes
to learn things individually and take notes.
Interviewer Reflection Commentary:
These answers have taught me that there are many different ways to explain and teach a concept to students. For example,
teaching multiple different ways to complete a multiplication problem gives students the opportunity to understand their
way of thinking and learning the best. Furthermore, I have grown as a future educator from hearing my diverse student
Terrel’s responses to how he learned math the most efficiently. Personally, I struggled learning math as an elementary
student and preferred working in groups because it gave me the chance to see others understanding of a math concept.
However, Terrel prefers to work individually because he can focus and better understand a math concept when working
alone. I also found it refreshing to hear a student express wanting to learn more about one of the multiplication strategies
because he understood the other two strategies. This was refreshing to me because it reminded me of productive struggle
and having a growth mindset. I recognized the interview portion to be intensifying. The textbook states that, “ In the
intensifying stage, teachers and students communicate on a more interpersonal level” (22). This means having a discussion
with a student that goes more in depth on their thinking.
Component 3: Academic Vocabulary
Given the language function and learning task identified in the standard and objective for this lesson plan listed in part 2,
describe the academic vocabulary inferred from standards and objectives and the academic vocabulary actually used for
this lesson. Differences between inferred and used academic vocabulary suggest concepts students already know, concepts
they may be struggling with, and concepts that may be new to them.
General Academic Vocabulary That Could Be Used Mathematics Vocabulary that Could Be Used

Multiplication, standard form, area model, multi digit, one Multiplication, standard form, area model, multi digit,
digit, chart, math facts, addition, regrouping, place value, base one digit, math facts, addition, regrouping, chart, place
tens estimation, strategy, unit, etc. value
General Academic Vocabulary That Was Used Mathematics vocabulary That Was Used

Multiplication, standard form, area model, multi digit, one Multiplication, standard form, area model, multi digit,
digit, math facts, addition, regrouping, chart, place value one digit, math facts, addition, regrouping, chart, place
value

Component 4: Assessment Plan

Planned Objective: Students should be One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s Chosen
able to use different strategies to Assessment Instrument(s). Actual assessment Instrument(s) Are Described in the Cell
Below:
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

complete multi digit by one-digit __X_Worksheet (see example attached)

multiplication problems. ___Test (see example attached)
Actual Objective: Students should be ___Observation Checklist (see example attached)
___Other (see descriptions below)
able to use different strategies to
complete multi digit by one-digit
multiplication problems.

Description of assessment method #1 and student work.

Method number one was the multiplication task cards worksheet that students had to show their work on after going through all
fifteen task card stations with a partner. To start this math activity, we taped the individual math task cards to 15 different desks
before the students came back from library. Then Ms. Evans reviewed the three multiplication strategies with the students. Next,
students were allowed to pick a partner of their choice. After this I handed out the multiplication task card worksheets as she
instructed the class about the activity. To be more specific the worksheet looks like a chart of numbered and decently sized boxes to
give students enough room to work out any desired multiplication strategy.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment products with
your cooperating teacher? What exceptional patterns of learning did you observe?
The results of the first method were successful because the students were engaged while doing this activity and were able to
practice all three of the multiplication strategies. Either regrouping, area model, or partial products strategy were accepted during
this multiplication activity. Some patterns I noticed were that the regrouping and partial products strategy were more commonly
used by the students rather than the area model strategy. This could be because it takes up more space to complete as well as it
seemed to be more difficult and less well known to students. For example, Terrel who enjoys math, did not end up using the area
model strategy because it was more time consuming and confused him at times. I also noticed students with messier handwriting
having difficulty with the regrouping method because “carrying” numbers could get lost within their other work. This was an
interesting observation for me because interpreting and enhancing handwriting is less important at a higher age like fourth grade.
The partial products strategy seemed to be a much more organized way of thinking and I can understand why most students prefer
to revert to this method rather than trying regrouping or area model strategies. Overall observing the students as they worked
through problems together was fun. The textbook states that one advantage of working in small groups is “It enhances student
motivation and fosters positive attitudes toward the subject matter; students enjoy working together in small groups” (127). I agree
with this because I witnessed a positive outlook on multiplication through the students progress during this activity.
Cooperating Teacher Interview Question
What different ways of did you see your students demonstrate their learning of your objective today? How do you get to value
these different ways of learning through the grades your school asks you to assign to each student? To what extent do you think
your students agree with the way your school values learning differences through its grading system? Why?
Initial and Elaborated Response:
Ms. Evans said she saw her students demonstrating their learning by watching their collaboration with one another. She expressed
that group work as well as partner work can be extremely helpful to both her and her students for many reasons. For example, it
allows her to learn more about her students’ progress within a new concept as well as it enhances the student’s engagement most of
the time. She went on to say that she values her student’s different readiness levels and tries to tend to the learning needs of all her
students. It can be difficult for students to fully grasp a concept taught only one way which is why she really enjoyed having the
students complete this fun activity. Ms. Evans told me that her school cares about different learning styles and encourages teaching
strategies that are diverse to different students’ readiness/comprehension levels. West Elementary accommodates for behavioral
issue, disabilities, as well as students whose first language is not English.

Diverse Student Interview Question

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response:
When I asked my diverse student Terrel what made the most sense to him during the lesson and activity he gave me a several
responses. Terrel told me that he liked that the math task cards activity was “a race against time”. I loved his first response because
it was detailed and telling based on his motivation and personality. I could relate to my diverse student because I too enjoyed
competitive activities in math rather than working on a worksheet sitting down individually. I then understood that Terrel really
liked the healthy competition within the multiplication activity against his classmates. Terrel also told me he liked that Ms. Evans
went over problems that students learned they had gotten wrong or made mistakes on. I was not surprised by his answer because I
had learned he is more of an articulate student which is a great trait to have in academia.

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Component #5: Teaching and Learning Sequence
Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern
The firstIllinois
stepUniversity
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lesson wasDepartment of Teaching
to review and Learning
the three This step was important because it got students to
multiplication strategies. This was also a time for any remember and think about each multiplication strategy.
questions to be answered if students
Interviewer Reflection Commentary:
are confused on any Ms. Evans wanted to take the time to make sure all her
steps of each strategy.
These responses from my cooperating teacher and diverse student students
havewould
taughtfeel
me prepared enough
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try allthat
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incorporate activities that feel like games played with the students’ when completing
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and can lead to a better outlook on math or any other subject says,
you can create
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Ms. Evans and
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newfound motivation for learning. In my future classroom I plan can do to promote teacher clarity” (61). I chose to or work alone
to give students the option to work with a partner
on certain activities that allow it. I have also learned to make sure I save time open for questions to be answered by me before and
include
after an activity to ensure the fullest comprehension for students. this piece
Overall, I haveofseen
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the importance theindividual
textbookfeedback on a
because it states the importance of using familiar
lesson before and after it is introduced to a student. Terrel enjoyed this activity due to the competition and range of strategies he
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has been vocabulary
assigned thiswhen
lessonlecturing or modeling.
and activity and it will not be last.
Simply because it has so many great benefits for learning multiplication
Teacher clarityat thiswas
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Evans.
The second step of the lesson is to tell the students to pair The second step was to tell the students to pick a partner
up with a partner for a fun multiplication activity. of their choice. This is an exciting time for students to
collaborate with their classmates and friends. An
example the textbook gives about advantages of group
work are, “It develops students problem-solving and
decision-making skills” (127). I included this quote on the
advantage of small group work because I strongly believe
it can have many positives outcomes. The students
always get excited when they can work with their friends
for many different reasons. Some include increasing
motivation, engagement, positive attitude, etc.
The third step of the lesson was to hand out the The multiplication task card worksheet is a chart like
multiplication task card worksheet to the students. paper. It has 15 numbered boxes where students are
expected to show their work inside. The importance of
this worksheet is to have students show their work step
by step. This is also important to see if the students
attempted to complete the multiplication problems with
each of the three strategies. The students did well with
this and showed their work in each box for each problem
they completed. Overall, the worksheet is most helpful to
Ms. Evans because she can see each individual students
thinking and work.
The next part of the lesson was to have the students move This step of the lesson is important because it gave Ms.
station to station with their partners to complete as many Evans and I the chance to make formative assessments.
of the 15 problems they could in a 45-minute time span. This was based on the students’ collaboration with one
another. Another thing we looked for was the
engagement of each student. This also gave students the
chance to learn from their partner and classmates work
and preferred strategy. This also could help encourage
students to power through and continue to complete as
many problems as they can. Overall, this step was crucial
to the students success during this activity because the
expanded form, regrouping form, and area model form
were shown.
The final part of the lesson was to have students volunteer The final part of this lesson was my favorite part because
each strategy in front of their classmates. This gave us the it gave students the opportunity to volunteer to show
opportunity to correct any mistakes and answer any their work on the board. This gave Ms. Evans and I the
questions about any of the 15 multiplication problems. chance to correct any mistakes and further explain their
5
answers. This also gave us the chance to ask students
more about their thinking. After the students have
shared different strategies, they used we opened up the
class for discussion and questions. The textbook stated
Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

Cooperating Teacher Interview Question

What do you believe is the most effective way for students to learn math?

Initial and Elaborated Response:

When I asked Ms. Evans what she thought was the most effective way for students to learn math she expressed to me that
modeling first up on a promethean board or white board helps with her student’s comprehension of a lesson. She further
explained that there are three steps she tries to take when teaching which are, you model, they practice, then they share with
each other. This is very similar to the “I do, You do, We do” teaching method that has been shown to help students
comprehension of concepts in really any subject. Ms. Evans agrees with both of these ways because it ensures somewhat of
an understanding of a concept even if it is the first day, they are learning it. She went on to say that these fourth graders can
learn very quickly if they find the right motivation and focus which we were shown successfully on the day of the
multiplication strategy lesson.

Diverse Student Interview Question

What helps you understand math concepts the most?
Initial and Elaborated Response:
My diverse student Terrel said that understanding addition helps him understand math the most because it connects to a lot
of other math concepts. Terrel went on to say that” addition is like an easier multiplication to him”. I was absolutely ecstatic
to hear this response because I have learned a lot about the importance of number sense and in this moment, I knew Terrel
had it. He even knew that subtraction and division went hand and hand just like division and multiplication. This is a great
example of why I picked Terrel to be my diverse student because he has such a quick and organized way of understanding
math in fourth grade that I had a harder time with at his age. Having number sense at such a young age is great because it is
going to make math come easier to him in the future because he understands the general pattern within math now at such a
young age.

Interviewer Reflection Commentary:

The responses from my cooperative teacher and my diverse student Terrel have taught me that students should not be
underestimated because they can learn so quickly and absorb information like sponges if they are taught in a way that helps
them understand and comprehend something. I have learned to make it of importance to teach different math strategies to
give students the opportunity to learn what way makes the most sense to them. This is of course when given the opportunity
to find traditional or fun ways to tend to students’ different readiness levels and learning styles. Overall, I have learned that
collaboration is key when it comes to a final review of a math concept. Having good listening skills and fully interpreting
what my diverse student and cooperative teachers were telling me were very important. This has taught me to always talk
individually with students when they are wanting to learn more and understand more about a math strategy or lesson
concept. Ms. Evans teaching style is very relaxed, yet she sets plenty of expectations and allows for questions to be asked
almost at all times. I was really impressed with this lesson activity because it gave students somewhat of an option for how
they learned best. As a student who struggled in math when I was an elementary student, I would have enjoyed being given
the option to use a preferred multiplication strategy after learning all three.

References: Chapters and page numbers in course texts needed for this field assignment. APA format required.
Simonds, C.J., & Cooper, P.J. (2011). Communication for the Classroom Teacher (9th ed.).
Boston, MA: Allyn & Bacon. See pages…85, 110-115, 130-132, 150-153.

Lesson Participation and Observation Field Assignment Peer Evaluation Rubric

Assignment meets preconditional writing convention requirements (10 points)* 10 8 6 4 2 0

Assignment is formatted as a complete American Psychological Association (APA) document as specified in the assignment
template [see APA format at Purdue OWL website] with a title page, a reference section, and an appendix (as needed) that
includes: 1) required demographic information, including four types of student learning assets, specified by the template; 2)
required content specified by the template; 3) meaningful font and spacing; 4) meaningful references and appendices; 5)
concise and precise writing with complex sentences. AND...Two or less patterns of convention errors.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

instruction; 3) teaching learning sequence description with reflective observations; 4) assessment product
descriptions with reflections on student work and other appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200
words, a variety of textbook references, and includes all required criteria: 1) one relevant concept from a CIED 312 text that
is explained, related to the interview, and cited in APA format; 2) one relevant concept from another text that is explained,
related to the interview, and cited in APA format; 3) other observations of instruction that are explained and related to the
interview; 4) vivid, precise sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by
one additional piece of evidence from experience or textbooks so that both textbook evidence and evidence from experience
is described in response to each commentary prompt.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction.

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate
and peer evaluator fill out form together at a supervised class session. A self-evaluation is attached to the final document.
Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total points
for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: _____
Rubric Points Reduced: _____
Rubric Points Earned: _____

Lesson Participation and Observation Grading Rubric as Seen on SIUE Electronic Blackboard Rubric
100 Total Final Grade Points Possible

Writing Conventions and Academic Vocabulary (20 Points Possible)

Assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue
OWL website] with a title page, electronic templates provided, a reference section, and an appendix (as needed) including: 1)
demographic information and learning assets specified; 2) required content; 3) meaningful font/spacing; 4) references and appendices;
5) complex, concise and precise sentences. AND...Two patterns of convention errors or less. Academic vocabulary defines the
7
Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

lesson’s conceptual content: 1) CCSS and/or other content area standards generate academic vocabulary; 2) general academic
vocabulary that could be used in the lesson is listed; 3) a comprehensive list of subject specific vocabulary that could be used in the
lesson is aligned is listed; 4) general academic vocabulary that was actually used in the lesson is listed and defined; 5) subject specific
vocabulary that was actually used in the lesson is listed and defined (18-20 points).

Assignment does not fulfill all formatting criteria and/or writing convention requirements, and academic vocabulary for lesson is not
fully defined (14-17 points).

Assignment does not fulfill a significant number of formatting criteria and/or writing convention requirements, and academic
vocabulary for lesson lacks definition (0-13 points).

Teaching and Learning Sequence and Assessment Product Description (20 Points Possible)

Teaching and learning sequence is complete: 1) orders events; 2) includes verbatim reporting of teacher statements valued by the
Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312 textbook; 3) includes verbatim reporting of student responses during the
valued by the Simonds and Cooper (2011, pp. 80-157); 4) includes mathematics lesson components from Van de Walle, Karp, & Bay-
Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes materials list. Description of assessment products used by the
cooperating teacher and reflections on student work is complete: 1) accurate and aligned with the lesson objective; 2) reveal
patterns of learning behavior; 3) reveal exceptions to patterns; 4) describe acceptable student work; 5) describe unacceptable student
work (18-20 points).

Assignment does not fulfill all teaching and learning sequence criteria, and assessment product for lesson is not fully described (14-17
points).

Assignment does not fulfill a significant number of teaching and learning sequence and/or assessment product description criteria (0-
13 points).

Interviewer Commentaries (20 Points Possible)

Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 words
AND includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the interview, and
cited in APA format; 2) a second relevant concept from another text that is explained, related to the interview, and cited in APA
format; 3) other observations explained and related to the interview; 4) vivid, precise sentences; 5) a claim that synthesizes points of
view. Commentaries also add one additional piece of evidence from experience or textbooks for a total of at least two pieces of
textbook evidence, and no more than two pieces of evidence from experience, per commentary (18-20 points).

Commentaries do not fulfill all required criteria and/or 200 word requirement, and may lack full evidence (14-17 points).

Commentaries do not fulfill a significant number of required criteria, do not meet 200 word requirements, and lack adequate evidence
(0-13 points).

Interview Documentation (20 Points Possible)

Teacher interview documentation is complete: 1) demonstrates a conversation has occurred; 2) demonstrates interviewer has
actively listened; 3) includes needed follow-up questions; 4) engages interview reader; 5) communicates the interviewee’s initial and
elaborated response with accuracy, distinction, and comprehensiveness in at least 150 words. Student interview documentation is
also complete, fulfilling same criteria as teacher interview documentation (18-20 points).

Documentation does not fulfill all required criteria and/or 150 word requirement for each question response (14-17 points).

Documentation does not fulfill a significant number of required criteria and does not meet 150 word requirements (0-13 points).

Assignment Evaluation (20 Points Possible)

8
Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. Attached self-evaluation is
completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate and peer evaluator fill out form
together at a supervised class session. A self-evaluation must be electronically attached (18-20 points)

Assignment commentary does not fully describe ways to improve instruction, and peer evaluation lacks depth (14-17 points).

Assignment commentary does not describe ways to improve instruction, and peer evaluation is cursory (0-13 points).