Vietnam Lesson Observation

7/30/2019 Vietnam Lesson Observation

1/3

ED FORM 7120210 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.

ALVERNO COLLEGE

LESSON PLAN and OBSERVATIONED 321

Candidate: Sarah Ward

Cooperating Teacher: Christie Thusius Date: April 5, 2012

School: Whitman Middle School Grade: 6th

Subject(s): Social Studies Vietnam War

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:1,7DISP: Respect Responsibility)

Evidence (Candidate

Demonstrates knowledge of content and pedagogy

Chooses and creates learning experiences based on appropriateobjectives

Selects services or resources, e.g., media, technology, materials, to

reinforce instruction

Great use of technology to support instruction. The video was ashort introduction and your Prezi was very visual and helped to setcontext for the what/who of the Vietnam War. You planned thelesson so that students would be actively engaged able to askand answer questions throughout.

____Inadequate ____Emerging __X__Proficient ____Distinctive

Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect, Responsibility)

Evidence (Candidate and Student)

Reinforces a learning community in which individual differences arerespected and in which students work collaboratively and independently

Plans for and delivers motivational instruction by relating lessons tostudents interest, providing student choice, questioning and investigation

Organizes, allocates, and manages resources of time, space, activitiesand attention to engage students productively

Maximizes the amount of class time spent in learning by creatingexpectations and procedures for communication and behavior

You welcomed the students, set context for the lesson and madeindividual connections as you passed out the worksheet. Good useof questions to check for understanding and draw on prior

knowledge. One student joined the class late and missed the video you gave him materials so that he could answer questions wouldthere be other ways to help get him caught up/engaged? Youmoved around the room rather than staying in front with thetechnology, which is great. Students had to look for you, there wasno front of the room.



2/3



Instruction (AEA: Communication, Coordination, Diagnosis, IntegrativeInteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility)


Models and supports active listening, interactive discussion and thoughtfulresponses in reading, writing and other media

Uses different types of explanation, levels of questioning and discussiontechniques to challenge and support student thinking

Actively engages students in meaningful learning

Adjusts instruction to meet student needs and styles in order to enhance

learning Varies her/his role in the instructional process in relation to the content

and purposes of instruction

Communicates with sensitivity to cultural and gender differences

Starting with the Brain Pop video was a great way to help set context for adifficult topic being covered in a short amount of time. Talking through thequestions after the video worked very well. You had great questions to helpfocus their attention and keep them engaged. Lots of students wereresponding to questions often as a whole group rather than individually.The students asked great questions and you spoke easily on your feet,

which demonstrates your knowledge of the content presented. Your rolevaried throughout the lesson at times you shared information, at othertimes you asked questions to get the students thinking. You madeimportant connections to the videos. The questions on the videosworksheet were largely knowledge based, with the exception of Do youthink having experience in fighting mattered? Given that the informationwas new, this seemed appropriate. You managed to ask higher levelquestions during the discussion, which was good.


Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect, Reflection)


Uses appropriate formal and informal assessment strategies that arelinked to lesson objectives

Monitors the impact of teaching on student learning, modifying plans andinstruction accordingly

Great use of questions to informally assess. The chart will help you get atindividual understanding as they were able to write down what theythought the pictures represented. Refer to the summative feedback formore ideas about how to formalize the assessment component of yourlesson plan.


Professional Responsibilities (AEA: Communication, IntegrativeInteractionWTS: 10DISP: Collaboration, Communication)

Evidence (Candidate)

Relates professionally and effectively with the cooperating teacher andfaculty

Dresses professionally and consistently portrays a professional demeanor Reflects on own performance in relation to Alverno Education Abilities and

WI Teacher Standards

You were professional in all interactions. The jeans and t-shirt wereappropriate given the atmosphere/school environment (faculty vs. student

basketball game today). You seem to have a positive relationship withyour cooperating teacher. The students look to you as their teacher whenthey have questions, which is great.



3/3



Summary Statement and Areas to Concentrate on Improving: You had a very easy presence in front of the class. You spoke easilyon your feet and could answer students questions with ease. Be watchful of all students, regardless of where you are positioned in theroom. One student in particular was trying to get your attention but was behind you. As you move throughout the room, consider theperimeter so that you can monitor all students these students were great and remained focused but another group may takeadvantage of the fact that you cant see them when they are behind you. The use of technology was great! The pictures, maps, anddiagrams were easy to see from the back of the room and really helped the students to visualize what happened during the war, fromboth the American and Viet Cong viewpoints. When you prepare for assessment, be sure to indicate what you will be looking for whenstudents submit their worksheets. The assessment isnt that they filled out the worksheet you want to be clear what you will considersuccessful what will help you to determine if the objectives were met? Are you looking for accuracy of their answers? To help youwith this, look back at your objective. You want students to analyze pictures, maps, and videos. Your assessment then should includethat students are able to accurately analyze the visuals presented. If you ask and answer the questions as a group, are you able to getat individual understanding? What about those students who just copy down what was said? Is there another strategy you could use tocheck on what individual students learned from your lesson? An exit card might work well as part of your closure you could havestudents write down 1-3 things they learned about the Vietnam War. You collect the cards and can quickly check for individualunderstanding. This was a well planned and well executed lesson. Teaching the day before spring break is no easy task but you madesure the lesson was engaging and students remained focused and on task throughout. Great job.

Overall Performance: ____Inadequate ____Emerging __X__Proficient ____Distinctive

Documents

Vietnam Lesson Observation