ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

Candidate: Ashley Komorowski Supervisor: D. Habanek Cooperating Teacher: V Richmond School: West Side Academy II Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility) Check One: 1st Observation _X_ Date: 11.12.12 Number of Students: 18 Grade: 6th Subject(s): Math
Evidence (Candidate)

2nd Observation ___

Uses teaching resources and curriculum materials that are appropriate in representing the ideas and concepts. Plans instruction appropriate to students stages of development and learning styles. Links new ideas to familiar ideas and makes connections to students experiences. Provides opportunities for active engagement, manipulation and testing of ideas and materials. Knows how to enhance learning through the use of a variety of materials. Values flexibility in the teaching process by monitoring and adjusting plans and adapting instruction when necessary and appropriate. Chooses appropriate teaching strategies, learning experiences, and materials to achieve different instructional purposes and to meet student needs. Varies his or her role in the instructional process in relation to the content and purposes of instruction. Plans motivational instruction by relating lessons to students personal interest. Seeks to find ways to meet the needs of diverse learners.

Use direct objectives. Solve word problems requiring the division of fractions. This is critical. You need a direct connection to how students will show you what they know and can do. Specifically worded objectives will do this. The objectives matched the standard. You planned a lesson that began with a starter activity of putting fractions in order from least to greatest. Then you planned to introduce the skills of dividing fraction by fractions and using the reciprocal property of multiplication to check their answers. You prepared sample problems and practice work for students to engage with during the lesson and to use for demonstration with the document camera.

____Inadequate

__X__Emerging

__X__Proficient

____Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )

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Evidence (Candidate and Student)

ED FORM 711 0210 ED

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

Evidence (Candidate)

Shows respect for the diverse talents of all learners. Uses knowledge about human motivation and behavior to develop strategies for organizing and supporting individual and group work. Is committed to the expression and use of democratic values in the classroom. Organizes, allocates, and manages the resources of time, space, activities and attention to engage students in productive tasks. Knows how to help students work productively and cooperatively with each other. Uses strategies of effective classroom management to promote positive relationships, cooperation, and purposeful learning in the classroom.

You have your back to some students when at the doc.cam. which cant be avoided. But you need to move around and look around constantly. Be able to see every kid regularly. Expect compliance and respect. Its in the tone you project. Wait for students to track what you are doing. If you say Eyes on me, wait until you get it from every single kid. You remembered to compliment students who offer an answer. This is really important. Kids need to be recognized for their work. Move faster and increase your vigilance. When you are helping one kid, you should be glancing around and checking on kids off task and out of their seats. Dont turn your back on most of the room. When you were writing out slips for the 3 boys, your back was to most of the kids. Just stand to the side. What can you say besides everyone should be paying attention? Its not a choice. Command attention and participation. Tell them why their attention is needed. Wait until their attention is where it should be. You said that you would be reviewing the first 3 problems at the end of class. What time is that? Always cue students to the time they have by real time. One student garnered a great deal of your attention. Visit each student multiple times during a class session. The data collection will help you see patterns.

Respects students as individuals with differing personal and family background and various skills, talents and interests.

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility, Communication)

Evidence (Candidate and Student)

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ED FORM 711 0210 ED

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

Evidence (Candidate)

Uses different representations and explanations of concepts when necessary to accommodate students who approach learning from different conceptual frameworks. Uses teaching approaches that address different learning styles and performance modes. Uses instructional strategies that promote student learning for a range of student abilities. Encourages discussion. Elicits samples of student thinking orally and in writing. Values the development of students critical thinking, independent problem-solving, and performance capabilities by using varied teaching and learning strategies to engage students in active learning. Modifies explanations when necessary to assist students understanding. Organizes, prepares students for, and monitors independent and group work. Recognizes the importance of verbal and nonverbal communication. Is a thoughtful and responsive listener. Communicates in ways that demonstrate a sensitivity to cultural and gender differences. Models appropriate communication strategies in conveying ideas and information. Supports learner expression in speaking and writing, and other media. Knows how to ask questions and stimulate discussion in different ways.

You opened with a starter activity. Starters should be something the kids do without any reminders or instruction. You gave them less than a minute to get started before you gave a hint. Directions for this kind of activity are critical. Start with clearing up what least to greatest means. Include that you want each person to work on their own. Absolutely no talking. Keep time it should take no more than 3 minutes to do this. Give a one minute warning. Stop on time. You started talking and then caught yourself and said all eyes up here. Good. This means that you understand that a signal to indicate a shift in the activity will occur. Does anyone want to come up and do this? Think of how to phrase the question. Be positive. Avoid Its okay if its wrong. Suggest that everyone tries and the class will work through it. Thank the person who comes up for taking a risk. When ordering fractions, isnt it easier to see if you change them all to the same denominator? When they reduced fractions it was harder to see. (Not sure havent taught math in a while). Remember to ask what questions students have before moving into another activity. Sometimes choral response is energizing and you can see with a quick visual scan who is responding. Expect everyone to join in, like with the counting of 1/8 cups of water. If they dont, ask them to repeat it. After finishing a problem like the one with the brownies and water, expect someone to be able to explain how to solve it. Call on someone at random. When everyone pays attention, everyone should get it. Hearing kid versions helps you straighten out their thinking and reveals problems. Use absolutely correct standard English and pronunciation. You say wanna, gonna and ta (instead of to). (I had to overcome a south side dialect also). Its important to model the best speech. You prepared good examples. Were students with you? Should they have been writing them down? Were they? As soon as you write something, move away to check on kids and bring your voice to other parts of the room. They have learned to tune out the vice coming from the doc.am area. What strategies do you have for

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ED FORM 711 0210 ED

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

overcoming that?

Evidence (Candidate)

If the class attention should be on the person writing on the screen, avoid having a side conversation with one student. Model the behavior you expect. When a student gives an answer, either have that person explain their thinking or expect another student to. Change the balance of teacher to student talk. The challenge is to get them to talk about the lesson as much as possible. Why should they work with partners on the sheet you gave? This should be considered carefully after a lesson during which so many kids were off task. You modeled the first problem. Again, have a kid do it. Or have them tell you what to do, step by step. They did chime in but consider ways to increase the expectation that everyone is thinking through the example together. When they guessed the label pounds but it was really batches of cookies it indicates that they need help going back into the problem to understand it. The more they work through and bring out their thinking, the more likely it is that they will be able to handle the next problem they encounter. For the 3rd problem the kid at the projector was having trouble but you were engaged with 2 kids in the back. When someone is providing an answer, all eyes and ears should be on them. The noise level raised as they became antsy. The more kids are drawn into the learning, the less time they have to fill in with something else. You presented the homework directions. A student should repeat the directions before you ask for questions. ____Inadequate ____Emerging __X_Proficient ____Distinctive Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9 DISP: Collaboration, Communication)

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ED FORM 711 0210 ED

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)

Evidence (Candidate)

Knows how to select and construct assessment strategies and instruments. Uses appropriate assessment techniques to enhance his or her knowledge of learners, evaluate students progress and performances, and modify teaching and learning strategies. Solicits and uses information about students experiences, learning behavior, needs and progress from cooperating teachers and the students themselves. Evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.

You planned to walk around and informally assess. How? What is your specific plan? What data are you collecting? Unit text is the formal assessment. Do you know what it looks like? It helps to be able to review how the students will be expected to show their mastery of the new skills. (Not always possible in the field!)

Uses classroom observation and information about students as sources for evaluating the outcomes of teaching and as a basis for reflecting on and revising practice.

____Inadequate

_X___Emerging

____Proficient

____Distinctive Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 10DISP: Responsibility, Collaboration, Communication)

Relates professionally and effectively with the cooperating teacher and faculty. Dresses professionally and consistently portrays a professional demeanor. Is enthusiastic about teaching.

Seeks out the cooperating teacher to support his/her development as a learner and a teacher.

You sound and act professionally. Consider the implications of wearing jeans to teach. Even if other teachers in the building do, you shouldnt. Project a professional image and everyone will respond to you as a teacher. Jeans project a much more informal role and attract less respect.

____Inadequate

__X__Emerging

____Proficient

____Distinctive

Summary Statement: You have great instincts for effective teaching. The devil is in the details but those will come. Keep working one increasing your
vigilance.

Overall Performance: ____Inadequate

____Emerging

__X_Proficient

____Distinctive
ED FORM 711 0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.