ALVERN0 COLLEGE

LTM 621 ASSESSMENT FORM

Candidate:_Emily Michi Assessor:___Pamela Lucas_ Advisor:___Aubrey Vogel Date:___4/16/15
Grade/Subject:__ELA 5th __ Topic/skill taught:______comprehension: Character Quotes
School:___Golda Meir____
Observation: (check one)

Cooperating teacher:___ Ms. Buhrandt

__X_ 1st observation

Completed by: (check one)

___ Cooperating teacher

Overall Performance: _____Inadequate

___ 2nd observation

___ Other (specify) ________________

__X_ Education supervisor

_____Emerging

_____Proficient

Planning (conceptualization/diagnosis/coordination)
1. Engages in pre-assessment

2. Demonstrates content knowledge (1.4) and content area learning strategies.

___ Candidate

_____Distinctive

Comments
The lesson plan demonstrates that you attempted to engage in preassessment. You took into consideration a previous lesson. You
determined, from that lesson, that you thought the students would
enjoy a lesson that engaged them in synthesizing and making
inferences. As we discussed, pre-assessment is a process that you
engage in that is based on your knowledge of your students, their
strengths, learning styles and what assessment demonstrates that
they dont know based upon the curriculum. This data is used to
determine what is taught and how.

3. Designs instruction based on assessment of student strengths,

needs, learning styles, and learning differences (3.1, 4.1)

It is evident that you know the content. It is evident in the standards

you selected and the strategy you selected. The revised lesson plan is
much better. Rather than having a lot of standards some of which
you arent able to address in the lesson, you narrowed it down to
those that you would specifically address.
It is evident that you attempted to do this by identifying synthesis
and making inferences as topics of a lesson

4. Coordinates resources to design effective instruction (9.4)

consults with cooperating teacher
uses print, audio-visual, and computer technology

You created your own resources (the quotes, list of adjectives (these
are defined using synonyms), and profile) for students to use based
on the material they would be reading.

5. Plans motivational instruction by relating lessons to student

interests, humor, provides student choice, questioning, and

There isnt a real hook to motivate students and engage them in the
lesson. You do manage to tell them what you have planned for them

investigation (1.1, 5.2)

6. Plans for differentiation
Plans stimulating, varied input (brain compatibility)
Use talents and students interest
Vary input strategies
Uses posters, ads, photos, multi-media
Provide for the use of manipulatives
Be alert to students styles and intelligences
Cooperative grouping
Marzanos Six Steps for vocabulary instruction
Plans for a variety of questions
Quality of Lesson Plan
Alignment of assessment, standards, learning activities, objectives
Procedures
o Pre, during , post
Pre-assessment
Context/setting described
Performance

to engage in during the class period. You also ask questions to help
them remember what theyve read so far and activate schema.
Based on the lesson plan in my possession, there isnt a real plan of
differentiation. You do say that you and the co-op will support
students who need a little help. Who do you anticipate will need help
based on your knowledge of the students? However, you havent
addressed anything based on students learning styles. Differentiation
is more than meeting the needs of students with disabilities.
The lesson plan is fairly good but still needs a little work. The major
revisions need to come through the process of making better
alignment between objectives, standards, assessments (for example:
how accurate are students supposed to be) and activities. You stated
that you wanted students to synthesize and make inferences. They
did both, but I think that using that specific language in the cognitive
objectives would be a little better.

_____Inadequate ___X__ Emerging___X__Proficient

_____Distinctive
Inviting (communication/integrative interaction)
1. Contributes to a welcoming learning community
(learns student names, talks with students before and after
the lesson) (3.8)
2. Creates a safe, non-threatening environment (brain compatibility)
Empower learner with technology
Alert to student learning styles
Builds trust
Provide an advocate for every student
Provide an atmosphere of curiosity
Spark natural curiosity
Use unique student talents . . .
3. Demonstrates enthusiasm for teaching and learning (1.3)
4. Recognizes the importance of verbal and nonverbal
communication in projecting a pleasant, professionally
engaging demeanor while interacting with the cooperating
teacher and students (effective use of inflection, volume, eye
contact, gestures, facial expression, body positioning,
movement in the classroom) (6.4)

The learning environment appears to be safe and non-threatening.

They trust you. You appear to have a good, positive relationship
with the students. You know them all by name. You cooperating
teacher even commented upon the fact that the students like you.
Your grouping strategy seems effective. You have them count off by
ten that creates 10 groups. This is a lot to monitor given that three of
the groups are in the hallway. Nevertheless it supports collaborative
engagement. However, some of the students didnt participate wholeheartedly.
You use a variety of classroom management strategies, such as: if
you hear my voice, turning off the light, etc.
It would be wise for you to be familiar with the students learning
styles.

5. Classroom Management

Performance

_____Inadequate _____ Emerging___X__Proficient _____Distinctive

Teaching (communication/diagnosis/integrative interaction)

1. Sets context for the lesson (5.1)
2. Lesson plan implementation
Differentiation
Sensitivity to learning style, cultural differences
3. Creates active meaningful learning (brain compatibility)
Uses project based learning
Uses community learning
Gives students responsibilities
Have students create products/services
Have students work on teams, tasks forces, committees
Maintain high expectations
Marzanos Six Steps
Engages students in critical thinking/problem solving
5. Models and supports active listening, interactive discussion,
and thoughtful response in reading, writing, and other media
(2.3, 6.1, 6.2)
6. Uses different types of explanation, levels of questioning (text
explicit, text implicit, script implicit, literal, inferential, synthesis,
evaluation) and
discussion to challenge and support student thinking (3.2,
6.3)
7. Uses literacy strategies to facilitate learning
8. Manages resources of time, space, activities, and attention to
engage students productively (5.3)

You begin the class by telling them that you are going to teach them
another strategy.
You ask students a series of questions to remind the students of a stories
that they read.
You describe the process of character quotes.
You ask what is an adjective? A student responds.
You tell them that you will give them a list of adjectives.
You tell them they will receive a quote. Then I started thinking about the
type of person that would make the statement. You put up an example.
You explain the example.
You have the students count off by 10 to create ten groups.
You give a variety of instructions that they will need to complete. You
have students go to the place where they will meet. Three groups go to the
hall to work. You distribute materials to the students as they go to their
various places to work.
You walk around monitoring the groups.
You lead one group through the process. Some are analyzing, some are
guessing, You have to tell some of the students what condescending
means.
You provide positive feedback to the students.
Students come back to the room and present their work to the class. You
ask most of the students to clearly explain what they did.
You give the students the task of creating the profiles in their groups. You
share an example and turn the students loose. You ask students to share in
their groups. You have identified on the back of the paper the name of the
characters ho quotes they have on the front of the paper. This is how you
create larger groups.

Performance
Assessing (diagnosis/integrative interaction)
1. Uses appropriate informal and formal assessment strategies
that link to lesson objectives (8.1) including pre-assessment that
informs teaching planning and practice
2. Provides specific feedback to learners and involves them in
self assessment (8.3)

_____Inadequate _____ Emerging__X___Proficient _____Distinctive

You walk around the room and in the hall. You monitor their progress
and process. You make sure they understand what they are to do and give
them feedback on what they are doing.
You give feedback.

3. Provides accurate timely feedback (brain compatibility)

Students self-assess their work
Promote reality for assessments
Make criteria of assessing explicit
Maintain/Create portfolios /
4. Reflects on the impact of the lesson on student learning,
modifying the plan and instruction when appropriate (8.5)
5. Reflects on own performance in relation to Alverno
education abilities and WI Teacher Standards (8.5, 9.2, 9.3)

Performance

Students arent afforded the opportunity to self-assess.

_____Inadequate _____ Emerging___X__Proficient _____Distinctive

Final remarks:

LTM 621
Observation reflection questions
1. How did you incorporate strategies from LTM 621/ EDT 621 in this lesson?
2. LTM 621 Only: What knowledge, pedagogy, and dispositions from your work in either LTM 612 or LTM 631 did you bring to bear on
this lesson in its design and implementation?
3. How do the Wisconsin Teacher Standards and Alverno Graduate Education Abilities mesh in this lesson? You need only address two
standards and two abilities in your response.
4. Explain to what degree did students achieve your objectives and the CCSS that were guiding the lesson.

Purpose:
The purpose of the lesson was to have the students formulate impressions of characters in what they are reading. This work is taken
from the book they are reading aloud.
Went well/ didnt:
Some of the quotes were difficult. Some of the students didnt grasp what they were supposed to do initially. The collaboration in the
groups went well.
Do differently:
Ten groups were hard. Some of the quotes were hard so I would change some of them. Obviously, I would not do ten groups.
Knowledge:
I knew the students were good at collaboration. Giving them a chance to talk about the lesson was a strength. I knew Burhardt does a lot
of synthesizing. I got to see their reading/sriting levels.

Support Student Learning:

Students need practice synthesizing and summarizing. They needed to have the opportunity to justify the adjectives of their choice and
make appropriate inferences.
AEA
Coordination: I had to switch a few things around. I had to reorganize. The groups working together the second time around. (You also
created your own materials.
WI Teacher Standard
Teachers know how to teach: I modeled the steps; gave the opportunity to work in groups and synthesize information; I monitored
them; I took time to straighten out groups that were confused and get them on the right track; groups worked together supporting each
other in the learning.