College

of Education, School of Teaching and Learning

Date: 17 Feb 2017 Name of Intern: Kyle Quina Course / Period: 5th Hon. Physics Observed By: GNEvans
For each of the key concepts below, please highlight or mark the strategic actions you observe as supporting evidence. Use the space below the table for any helpful
comments you have.
Domain III: Instruction and Assessing for Student Achievement (Part 1)
Key Concepts Strategic Actions Additional Evidence or Comments
A: Intern Lesson reflects strong content knowledge and the ability to anticipate errors and if you left off a zero, then your answer
demonstrates misconceptions would be. Yes, 10 times smaller
knowledge of c Lesson reflects pedagogical content knowledge that enables the intern to Would like to see you link problems to
pedagogy and subject differentiate instruction concrete examples. Be sure student show
content area(s). c Lesson reflects knowledge of relevant instructional resources and technology what substances are referred to in the
FEAPS: 3b,3e c Capitalizes on all opportunities to build knowledge (and link to what students problems (specific heat of what? Why
already know) should students care?) maybe start with a
word problem, then have students write
out the equation from there & solve.
B: The intern c Active, hands-on, minds-on learning tasks it might help you to write out all of your
demonstrates c Lively, fast paced, game-like, and or lots of opportunity for student talk and steps, instead of just doing it all on the
effective movement calculator
communication with Opportunities for student collaboration Student discourse is productive & on task,
[and among] students c Differentiates instruction to meet the needs of all learners students argue about the methods they
that facilitates Encourages and responds to home language/dialect use used to solve the problem, compare
learning FEAPS: 2e Models, extends, elaborates students language/background knowledge answers, etc.
Promotes equity in student opportunities for talk As students work on solution, Walks
Clearly communicates expectations for development of knowledge and skills and around and looks in on work, asks
scaffolds success questions, offers prompts to help
Capitalizes on all opportunities to build knowledge (and link to what students already students who are stuck.
know)
C: The intern uses Clear academic focus during all instructional time Has a set of problems prepared for
strategies that No down time during instruction (e.g. waiting for the next thing) students to practice skills previously
support meaningful, All assigned work contributes to academic goals (no busy work) learned.
concise, and Less is more (a few in-depth problems rather than many shallow problems)
coherent instruction Scaffold students toward correct responses
that leads to student Provides clear and explicit procedures and directions
mastery of lesson c Balance explicit instruction and meaningful application
objectives FEAPS: 3g c Anticipates and addresses student misconceptions
Skilled use of explicit instruction (preview, manageable chunks, modeling, guided
practice, independent practice, review, additional practice)

College of Education, School of Teaching and Learning

c Skilled use of collaborative learning (clearly differentiated and assigned roles,
collaborative tasks, individual accountability)
c Well structured project based learning (clear performance outcomes, assigned
roles/responsibilities, rubrics, break complex task into chunks, interim checkpoints)
Comments:
When Christina is explaining her process, make sure others in class are giving her their attention.