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ALVERNO COLLEGE

LESSON PLAN and OBSERVATION


ED 321
Candidate: Sarah Fadness

Check One: 1st Observation

Cooperating Teacher: Katie Kabelowsky

Date: December 2, 2015

School: New Berlin West Middle/High School

Number of Students: 21
Grade: 7th

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:


1,7DISP: Respect Responsibility)
Demonstrates knowledge of content and pedagogy
Chooses and creates learning experiences based on appropriate
objectives
Selects services or resources, e.g., media, technology, materials, to
reinforce instruction

2nd Observation X

Subject(s): Social Studies--Geography


Evidence (Candidate

Lesson plan included all components of an effective lesson plan.


Explicitly states what class will be doing today. E.g. Today we are going
to talk about consumption in the US. However, to make the opening of
the class more student-centered and to focus the students on what they
will be learning have students read aloud the learning objective for the day
and check to see if they clearly understand what they will be
learning/doing, i.e. restate in their own words
Closure should also include a summary of the classwhat occurred and
what you observed in terms of student learning tied to the lesson objective.
Be sure to allot time for this.
Implementing lesson plan as written would have helped to vary the
instruction more. You will want to determine how best to gauge your time
on each piece of the lesson plan so as not too spend too much or too little
time on certain sections.

____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.

ED FORM 712
0210 ED

Classroom Environment (AEA: Coordination, Integrative Interaction


WTS: 2,3,5DISP: Respect, Responsibility)
Reinforces a learning community in which individual differences are
respected and in which students work collaboratively and independently
Plans for and delivers motivational instruction by relating lessons to
students interest, providing student choice, questioning and investigation
Organizes, allocates, and manages resources of time, space, activities
and attention to engage students productively
Maximizes the amount of class time spent in learning by creating
expectations and procedures for communication and behavior

Evidence (Candidate and Student)


Students eager to respond to your questions
To control Jakes behavior/keep him focusedcalled on him often to
answer/explain questions.
Are we readyare we good
Uses cards with students name on them to get to know them and call on
them by name.
Uses proximity well to re-direct students (e.g. girls playing and giggling in
2nd and 3rd rows)

____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.

ED FORM 712
0210 ED

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative


InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility)
Models and supports active listening, interactive discussion and thoughtful
responses in reading, writing and other media
Uses different types of explanation, levels of questioning and discussion
techniques 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

Evidence (Candidate and Student)


Strong use of examples (goods and services including), candy as an
example of consumptionstudents given candy at beginning of class to
consume, Black Friday shopping, and examples from her own life to
support concepts (shopping , grandma buying a sweater), examples of
developed countriesGreat Britain, Australia, Norway
Instructional strategies used: Lecture, T-chart (Characteristics of
Developed and Developing Countries), Exit Slip. As we discussed in the
debriefing, consider chunking your learning experiences15 to 20 minutes
to keep students engaged.
Academic language/vocabulary is addressed: developing country,
developed country, consumption, subsistence, stereotypes, commercial.
Questioning used throughout lessonas we discussed incorporate
strategies where students are interacting and talking more about the
answers. The ping-pong, back and forth approach gets a bit boring for
students. Examples of questions asked: What does it mean to consume
something? Why is it called Black Friday? What other resources do we
use on Black Friday? Do you use everything you buy or get? Included
higher level thinking questions such as, How does consumption change
between developed and developing countries? What is the difference
between a developed and developing country? What do you think
happens with a poorer countries and consumption?
The T-chart activity (developed compared to developing countries) worked
very well. More time should have been spent here vs the lecture/question
and answer periodstudents were more interactive and thinking through
this learning experience.
Using visualsphotos, videos, statistics of Black Friday shopping
For a long lesson such as this onesummarize, check for understanding
at least through, if not more often.
Be sure to cite your sources on the ppt or state the source of your
informationstatistics.

____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.

ED FORM 712
0210 ED

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9

Evidence (Candidate and Student)

DISP: Respect, Reflection)


Uses appropriate formal and informal assessment strategies that are
linked to lesson objectives
Monitors the impact of teaching on student learning, modifying plans and
instruction accordingly

Exit slip used to assess students understanding3 prompts at different


levels of knowledgeknowledge, contrasting, synthesis
Having read many of the students responses on the Exit slipit appeared
they got the concept and met the learning objective.
Think about how you will assess the students who were not answering the
questions during the question/answer period.

____Inadequate

x Emerging/Proficient

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication, Integrative


InteractionWTS: 10DISP: Collaboration, Communication)
Relates professionally and effectively with the cooperating teacher and
faculty
Dresses professionally and consistently portrays a professional demeanor
Reflects on own performance in relation to Alverno Education Abilities and
WI Teacher Standards

Professionally dressed
Self-assessment and debriefing session completed. Written selfassessment very reflective and good sense of areas of strength and areas
for improvement.
Worked very well with Cooperating Teacher during entire placement.
They appeared as an effective team,

____Inadequate

____Emerging

x Proficient

____Distinctive

Summary Statement and Areas to Concentrate on Improving:


:
Sarah, from the responses the students gave when you mentioned that you would be ending your placement soon, it was very evident that you connected with
themstay, youre fun and she is a very good teacher. I am glad that the students enjoyed you and that you had a very good placement (students and
cooperating teacher) that helped you to learn more about the middle school child. Please let me know how I can continue to support you as you progress through
your teacher education program here at Alverno.

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.

ED FORM 712
0210 ED