wD Clinical Observation Student Teacher Sida Chics Warne 9 a initeria Comments soherence S ‘Coherence Total Points 20/20 The objectives isle The objactve() are fed The ojotve(s) are ro cose tied io to appropriate standards closely to to appropriate Ooo Chee t appropriate standards and ere somewhat standards or are not Drere& a ‘and are specie, rmeaurable and observable Sengruency Al ofthe lasson components ae highly ‘congruent withthe standards) & objective). Breaks down complex tas into appropriate increments and presents the material clearly and explicitly in a logical sequence. Pocing The lesson is well paced and transitions are effective criteria ements of Effective Instruction Anticipatory Set Creative, engaging, and bighly effective at focusing the learners! attention and tapping prior knowledge. It requires active pattcipaton from learners and includes @ ear statement ofthe learning objective. Moaeting Teacher cleary and cexplcily models expected learning ‘outcomes forthe eames. Guided Practive Clear, concrete, effective strategies provide opportunities for alleainers to demonstrate understanding wth support from the teacher specific, measurable and observable Most ofthe lesson ‘componens ae congruent withthe standara(s) & objectve(s), Breaks down complex tasks and presents the rmalerial in a somewhat logical sequence. ‘The lescon is fay wel paced and employs some effective ransitons. Effective at focusing the Jearness allention end tapping prior knowledge. It requires participation rom learners and includes a siatement ofthe learning objective. Teacher models some expected learning ‘outcomes forthe learners Effective strategies provide ‘opportunties for mast learners lo demonstrate understanding with support ‘rom the teacher. speci, measurable and ebsenbe MAN ee rewire bls Cre aes par a ee ‘components are congruent wih he stardardls)& OO geese ne nee objective(s). eee ‘ ‘Does not break down A Dre - carpbiass peso femseanyna Wien ieee : needs nica’ ond alyust Wes od wont duo Uke Dae tempistomeetine Does otf eet ’ meee asuderisby tneneeds of ab SUSE f ifferentiating instruction 10 py differentiating S Sabo nes Soo Steommadiate for vied instruction 10 4 . Sea ea SAWS SS styes sean NCOoAee ng SAR. Pe, siyes : se ‘Management Total Points: jo no semorevatssoevtat Doesrocen@nstae : enact wen ara espet Lesang gee Poser moswam at reatonshps wihal gs students, students, Qa) he he, Doro: Wrst runs esomevnatefieont Does not un an efier! Dudek Cornechian = Runs asameipe classroom dassoom; de USS cement etaages 0 ofeive SBSTOOn Derma Beers mriimize dsruptve actly, management stategies 10 rarmekes good use of minimize stun ca instuctonal ie. pehavir oF make good Ae Roser vatavet oma me NINA otal Ponts out of70: 1S 2108 % Page 2 03ctinical observation SS - te student Teacher Loken o Gosace © cea br observe ‘psatonal Comments Titenaeess Conmenestion ape t chaos bee Carre Rorerdether - Vis. Geren eecdaiwe BO eee ed Breese snk Goteae 4, eee XR ie coer BREE. Whe Siete SR lw ee ae Ce Saewen Vee BeOS Gri dre GAR Cem Ror ay Qa Wa er R Bred Sassen Qton Oak SV08 Udstrcgadhes See cRaary Goals for Next Observation anton te next circa abseraon wil be cuted below Teacher's goals for areas needing imorav vked “Unacceptable” on tis lnical cbservation. The Student “The goals should be focused on areas mat Area(s) matked “Unacceptable” are wk ‘summary of the conversation bet eon the Observer end the Student Teacher regang he defeien wk Actions tn Obserer wil tke to help adress deficient area(s) are wk ‘ations he Student Teacher wil ike to adress delet eea() ae: ar Dale Se ene cones ermine ame Span ooesSa Se oa Page 3 of 3