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Evidence (Candidate
Bringing in boxes of materials that students could go through to determine what is recyclable and what isnt was a great way to get the class engaged. The SmartBoard was a nice tool ~ consider that you could have a student advance the slides so you can teach from various points in the room. You repeated important points throughout the lesson, which is a nice way to reinforce concepts. You also emphasized the idea of reusing items, particularly if they are not recyclable, which is another way to reduce waste.
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Students have to work together in their groups to determine which items in their box are recyclable and which would go in the trash. They are excited, which means they are also a bit loud. You attempt to address this issue but the students are talking too loud to hear you. How can you get their attention to remind them of voice level expectations? Its good to be sure you have everyones attention before asking questions or giving directions.
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.
Begins the lesson by accessing prior knowledge, what do you know about recycling already?. Calls the students by name, you have a positive relationship established with the class. Good use of the SmartBoard to share content ~ very easy to read from the back of the room. Do you want the students to be taking notes as you share the information on what is recyclable? When you got to the second slide, you did ask students to write down what numbers Milwaukee recycles nice connection to their community. You ask good questions to connect to information from prior lessons. Doing the activity twice was a great way to reinforce new knowledge as they could make decisions based on what they just learned.
____Inadequate
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You ask questions throughout the lesson to check for prior and current understanding. While students are working in groups, you move around to monitor progress and to answer questions as needed. If your formal assessment will be the letter they write, it would be good to have criteria established so that students know what you expect and so that you have a frame established for both feedback and for determining if your objectives were met.
Evidence (Candidate)
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__ X __Emerging
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____Inadequate
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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.
Summary Statement and Areas to Concentrate on Improving: You have a lot of materials for this lesson, including camera set-up. Walking in at the start of the lesson meant that you had to take time to gather materials and had to set up the camera as students were working. It is a good idea to plan to be in the classroom 10-15 minutes prior to the lesson beginning so that you have time to get ready. You have an easy presence in front of the class and they clearly enjoy working with you ~ they were excited when you walked in the room and were involved throughout the lesson. Connecting the lesson on recycling to a focus on Milwaukee was a nice community connection. Interesting information to share not only what is recyclable but what various items can be recycled into. Teaching lessons multiple days in a row is a great way to make connections to prior learning and you could ask questions to gauge understanding. Once you began to present new information (via the SmartBoard) you spent much of the time talking to the students. You did break that up a bit by asking questions occasionally but since they werent expected to write down the information what could they b e doing as a way to stay focused/engaged? Many students were eager to participate, the more questions you asked, the better. If you were to move around the room, you would create even more engagement as they would have to stay focused on you ~ you would have to allow a student to advance the slides but in this class, that would be easy to do as they are eager to participate and help you out whenever possible. Is it accurate to say that if there is no number on the item that the company doesnt care and it wouldnt be recyclable? Remember that you are a model when you are teaching, what you do/say is what students will remember and practice. Rather than remind students of which #s are recyclable, it would be good to ask the students as a way to reinforce wha t was presented. You did a nice job of focusing the whole group as you talked through the items that were/were not recyclable. If you hadnt you would h ave lost the attention of the students who were not in that group. The final assignment was for students to write a letter to a friend outside of the class. You continued to give directions as students were getting out their materials you want to hold off until they are ready to listen. Do they need written directions? Would it be good to have the outline written so that they can refer to it as they plan their draft? Are there conventions that are important as they write the letter or are you only focused on the content? If you are going to use the letter as a form of assessment, you should have the directions and criteria available for the students to review. The criteria will then help you to assess if the lesson objectives were met as you will know, specifically, what you will be looking for as you read each letter. The more you have thought this through the easier assessment becomes. You would want to have this established prior to giving the assignment.
Final Reflection Feedback: Melissa, you were very honest in your final reflection, highlighting areas of strength as well as areas you need to develop as you move forward. I would encourage you to develop strategies to keep track of due dates so that you can meet your goal of staying on top of course expectations. You are a very engaged participant in class and have a lot to offer. I wish you the best as you move forward and as you make decisions about your teaching path go with what feels right for you and you cannot go wrong.
Overall Performance: ____Inadequate ____Emerging __X__Proficient ____Distinctive
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.