Академический Документы
Профессиональный Документы
Культура Документы
#433
COMPLETE
Collector: New Link (Web Link)
Started: Tuesday, February 27, 2018 3:21:15 PM
Last Modified: Tuesday, February 27, 2018 3:57:41 PM
Time Spent: 00:36:26
IP Address: 216.54.92.22
Anne Corbitt
Q2 Date of visit
2-22-18
Q3 Time of visit
1:45p.m.
Ashley Rankin
Q5 School
Q6 Grade
5th
1/2
Report of Observation & Conference by the Director of Student Teaching SurveyMonkey
Q8 Please enter comments below related to the teacher candidate's lesson plan(s):
I reviewed daily lesson plans prepared since my last visit. Plans' strengths: The plans show a level of Blooms, they are aligned with the
Virginia Beach objectives, the details are clear and logical, and all components are included. The assessment is both formative and
summative.
Improving: Differentiation articulation.
Q9 Please enter comments below related to the teacher candidate's weekly journal review(s):
Page 4: Obsesrvations
I observed Ms. Corbitt teaching a whole-group English Language Arts lesson to 12 fifth-grade students. She reviewed prior learning
with questions about a non-fiction text. Then, she had students work in groups to determine themes of the story. Next, the students
shared theme ideas supported by the text.
There was improved planning. Ms.Corbitt incorporated game-like attributes that allowed out-of-seat motion. She used cooperative
learning and had the students support ideas with the text.
Incorporate various attention-getting strategies. When transitioning topics, give enough information to refocus students on what they
are doing next (A.S.).
Ms. Corbitt had more confidence when providing instruction and redirecting students. There was a meaningful lesson the students were
excited about learning.
Continue to grow in planning for, and articulating, differentiation of instruction in regards to content, process, and product (CPP).
I will focus on Anne transitioning to primary grades. She will gain practice with differentiation (planning and articulation), and with
documenting student progress.
2/2