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purpose and relevance of the lesson to the students? In what ways did the students demonstrate that
they understood what the teacher expected for them to learn?
She wanted them to understand elements and how to make different compounds, so she had them write
down compound words to introduce the lesson for the day.
B. How did the teacher help the students take ownership of the learning (e.g., by making the learning
relevant to the students, using scaffolding, providing opportunities for students to engage in selfassessment and reflection, teaching compensatory strategies when necessary)?
For the bellwork assignment, they wrote in their science journals. After the bellwork, they then had to
record whether they mastered the work.
APS 5: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING
AN EFFECTIVE TEACHER PROMOTES STUDENT LEARNING THROUGH THE
EFFECTIVE USE OF APPROPRIATE INSTRUCTIONAL STRATEGIES.
A. What instructional strategies did the teacher use during the lesson?
Some of the strategies were for small groups, where others were for the larger or entire class.
C. What evidence suggests that the instructional strategies wereor were noteffective in terms of
understanding of the content? If content errors were made, did the teacher recognize and correct
them?
When teaching about compounds, and chemical formulas, Ms.Bryant was very thorough in her
explanation and teaching. She made sure the students understood.
B. What was the content of the lesson, and how did the content relate to the learners and the learning?
The content of the lesson was being able to identify chemical compounds and making their formulas.
To understand the bonding, she had the girl and guys role play.
C. How did the teacher organize and present the content in order to make it clear and meaningful to the
students and to promote higher levels of knowledge, skills, and/or cognitive processing?
She was very clear and deep in her teaching. Before moving on, she made sure everybody was
comfortable. She gave more than enough examples before the class did work together.
The teacher allowed the class to use small white boards to see if they understood how coefficients
worked. If there was an issue, she addressed it.
B. What adjustments, if any, did the teacher make during the lesson, and why?
So today was a great day for adjustments. The time was cut because of map testing so she had a
shortened lesson. Even still, the class caught on really quick.
C. What types of instructional feedback did the teacher provide to the students, and how effective was the
Domain 3: Environment
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING
AN EFFECTIVE TEACHER CREATES AND MAINTAINS A CLASSROOM ENVIRONMENT
THAT ENCOURAGES AND SUPPORTS STUDENT LEARNING.
A. Describe the physical environment of the classroom.
The room is setup where everyone can see the board clearly. The seats are arranged where the teacher
can move and monitor learning.
B. What type of affective climate did the teacher create for the students?
She constantly speaks positive words and gives good feedback to the students even if they got a
problem wrong. She motivates and uplifts them.
C. In what ways did the teacher establish a culture of learning in the classroom (e.g., by facilitating
that they understood the ways in which they were expected to behave? How did the teacher address
inappropriate student behaviors, if any, during the lesson?
She made it clear that when she is teaching, they are listening.So if they ever become loud during the
class time, she uses a Noise Method to settle the class.
B. In what ways did the teacher maximizeor fail to maximizeinstructional time?
The entire class time, the students are engaged and responding back to her questions that she ask them.
C. How did the teacher manage non-instructional routines and transitions between activities and/or
classes?
She found a creative and unique way to tie the items together without having any downtime.