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27 Mar 2018 Page 1 of 5

Intern Name: Quanesha Hamilton

Internship: 2018SP-ED-338-01

Submitted: Feb 13, 2018 Supervisor(s): Desiree Pointer-


Mace, Linda Wandtke
Course/Term: ED-338 - 01-XList : Erly Chldhd Curriculum & Field ( 2018SP ) Mentor(s): Calia Ney
Assessor: Linda Wandtke (Supervisor) Site: HOPE Christian:Semper,
3040 W Capital Drive,
Milwaukee Wi 53216
Comments: The lesson was well planned. You treat students in a kind and respectful manner. At this time student behaviors Subject(s): Elementary-Early
are standing in the way of learning. You are not consistent with consequences. The students shout and at times scream Childhood
answers which in turn causes behaviors to escalate.
Grade(s): 1st

Planning and Preparation (AEA: Conceptualization/Diagnosis â​​ WTS: 1, 2, 3, 4,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A

Planning: • Objectives are consistent


Objectives with domains. • Objectives
1/6 (16%) use active verbs that
WI-TEACH.7, clearly describe what
WI-TEACH.1 students are to do.
Comments: You followed the Eureka Math lesson plan as outlined. The objectives were clearly stated.
• Assessment was
appropriate for children at
this level of development. •
Planning: Plan provides for
Assessment simplification and
1/6 (16%) extension to meet full
WI-TEACH.2, range of abilities of this
WI-TEACH.3, group. • Assessment was
WI-TEACH.8
appropriate for this lesson
content. • Assessment
relates directly to
objectives.
Comments: Assessments related to the objectives.
Planning: • Questions are planned
Essential ahead. • Questions are
Questions framed in student-friendly
1/6 (16%) language.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Comments: Questions are included in the plans.


Lesson demonstrates
understanding of principles
Planning: of developmentally
Developmental appropriate practice.
Appropriateness • Plan is attuned to
and Learner- students' developmental
Centeredness level, and is culturally
1/6 (16%) relevant, individually
WI-TEACH.2,
appropriate and based on
WI-TEACH.3,
WI-TEACH.8, prior experiences. • Plan
WI-TEACH.1, takes into account
WI-TEACH.10 children’s developmental
abilities and levels of
knowledge and skill.
Comments: Are all students working at the same level? Do you need to plan for varying levels of skill and knowledge?
27 Mar 2018 Page 2 of 5
• Content was accurate
and clearly specified in
Planning: terms suitable for this age
Content and level. New vocabulary
Understanding was introduced
1/6 (16%) meaningfully. • Content
WI-TEACH.2, was clearly delivered
WI-TEACH.3,
through the planned
WI-TEACH.6,
WI-TEACH.7, procedures, verbally or
WI-TEACH.1, nonverbally. When
WI-TEACH.9 needed, content was
explained in more than
one way.
Comments: You pulled a small group of students to reteach on the carpet.
Lesson procedures match
objectives. • Provides
opportunities for active
engagement, manipulation
Planning:
and testing of ideas and
Engagement
1/6 (16%) materials. • Related
WI-TEACH.4, Materials (book, worksheet,
WI-TEACH.6, chart, music,) represent
WI-TEACH.7, content meaningfully for
WI-TEACH.5
this age group. •
Meaningful technology
integration when
appropriate
Comments: The use of the SmartBoard enhanced the lesson.
22.000 pts | 91.67 %

Learning Environment (AEA: Coordination/Integrative Interaction â​​ WTS: 1, 2, 3

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Learning • Treated children with
Environment: respect, caring, warmth. •
Positive Created a positive learning
Relationships climate for children by
1/5 (20%) giving appropriate verbal
WI-TEACH.2, and nonverbal invitations
WI-TEACH.3,
WI-TEACH.4,
to children.
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5,
WI-TEACH.10

Comments: The students were treated in a friendly and respectful manner.


Learning • Identified appropriate
Environment: expectations for children’s
Expectations performance and behavior,
and Support making adaptations when
1/5 (20%) necessary. • Demonstrated
WI-TEACH.2, sensitivity to needs of
WI-TEACH.3,
WI-TEACH.4,
individual children by
WI-TEACH.1, adjusting expectations or
WI-TEACH.5 modifying lesson.
You did not consistently follow through when students didn't follow your expectations. If students didn't stop when their demonstrated off task
Comments:
behaviors you often ignored them. Some students appeared to need more personal space to work uninterrupted.
Learning • Saw potential problems
Environment: and responded. •
Redirecting/ Responded in an effective
Reframing and timely manner when
Behavior problems occurred.
1/5 (20%)
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.5,
WI-TEACH.10

Students were loud and shouted answers. You seemed to encourage them to shout answers. This tended to create a more chaotic
environment. Work with the students on responding using a calm and quieter voice. Many students had difficulty staying in their own space.
Comments: Consider assigned spaces on the carpet and a seating arrangement that will allow them more personal space. You may also want to try
having them do independent work at their seat rather than with a clipboard on the carpet. Splitting the computer area into two smaller groups
may help as well.
27 Mar 2018 Page 3 of 5
Learning • Allowed students to have
Environment: choices in their learning, as
Managing appropriate. • Organized,
Choice and allocated, and managed
Access to the resources of time,
Learning space, materials and
Materials children’s attention to
1/5 (20%) engage students.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.7,
WI-TEACH.5

Comments: Students were following the lesson plan as designed.


Learning • Materials were organized
Environment: before lesson was taught. •
Resources Used media to enrich
and Materials learning opportunities.
for Learning
1/5 (20%)
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5

Comments: Materials were organized and ready to use.


12.000 pts | 75 %

Instruction and Learner Engagement

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Instruction: • Showed awareness of
Connection to students' attention span. •
Students’ Linked new ideas to
Development, familiar ideas and makes
Content connections to students’
Understandings, life experiences. •
and Promoted student
Experiences participation and social
1/6 (16%) interaction.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Comments: Students were encouraged to participate in group discussions.


• Brought multiple
perspectives to the
discussion of subject
Instruction:
matter. • Extended
Effective
learning and encouraged
Questioning
discussion through the
and Learner
effective use of questions
Engagement
1/6 (16%)
• Asked questions
WI-TEACH.2, representing varied levels
WI-TEACH.3, of Depth of Knowledge
WI-TEACH.6, /Bloom’s Taxonomy
WI-TEACH.1, including follow-up on
WI-TEACH.5
students’ initial responses
with questions that engage
critical thinking.
Comments: This was difficult due to behaviors but it was part of your lesson plan.
Instruction: • Spoke with interest about
Clear topic of lesson. • Gave
Communication clear directions and cues.
1/6 (16%) • Communicated clearly
WI-TEACH.2,
and accurately in verbal
WI-TEACH.3,
WI-TEACH.4,
and non-verbal modes •
WI-TEACH.6, Modeled throughout
WI-TEACH.7, lesson
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments: Directions were clear but again behaviors made it difficult to focus on instruction .
27 Mar 2018 Page 4 of 5
Instruction: • Used independent work
Supporting time to interact with
Individual children 1:1 in a positive
Learners way. • Used positive
1/6 (16%) encouragement effectively.
WI-TEACH.2,
• Offered individual support
WI-TEACH.4,
WI-TEACH.6,
and help.
WI-TEACH.8,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments: You offered individual help as well as reteaching as needed.


Chose appropriate
teaching strategies,
learning experiences, and
Instruction: Use materials to achieve
of Effective instructional purposes and
Strategies to meet student needs •
1/6 (16%) Integrated a variety of
WI-TEACH.7,
approaches, including
WI-TEACH.8,
WI-TEACH.5,
Sensory Engagement,
WI-TEACH.10, Environmental Cues,
WI-TEACH.9 Scaffolding, Guided
Practice, Reflections,
Paraphrase, Modeling,
Questioning, etc.
Comments: You used a variety of strategies to meet student needs.
Instruction: • Connected effectively
Adaptations with learners who required
During Lesson greater rigor or greater
1/6 (16%) support during lesson •
WI-TEACH.2,
Adapted plans as needed
WI-TEACH.3,
based on behavior,
WI-TEACH.4,
WI-TEACH.5, schedule, and level of
WI-TEACH.9 understanding.
Comments: It was difficult to do this as many students were off task particularly those working on Zuern.
16.000 pts | 66.67 %

Assessment (AEA: Diagnosis/Integrative Interaction â​​ WTS: 2,8,9,10 â​​ DISP: R

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Assessment: • Assessment related
Connection to directly to objectives. •
Objectives Assessment was well
1/4 (25%) chosen for lesson content.
WI-TEACH.8,
WI-TEACH.1

Comments: Assessments were related to the objectives.


• Provides timely feedback
Assessment: to learners (oral and/or
written). • Focused the
Student Use
of Timely students’ attention on the
Feedback process of learning rather
1/4 (25%) than just getting the correct
WI-TEACH.2, answer or finishing an
WI-TEACH.3, activity. • Feedback
WI-TEACH.6, focused on student
WI-TEACH.8
strengths as well as areas
to develop
Comments: You attempted to provide feedback but student behaviors limited this.
Assessment: • Used assessment and
Student Self feedback strategies to
Assessment involve students in self-
1/4 (25%) assessment activities and
WI-TEACH.2, to help them become
WI-TEACH.3,
WI-TEACH.4,
aware of their strengths
WI-TEACH.6, and needs.
WI-TEACH.8

Comments:
27 Mar 2018 Page 5 of 5
Assessment: • Teacher used information
Teacher Use from lesson and
of Assessment assessment in planning of
1/4 (25%) future lessons. • Reflected
WI-TEACH.2, on own performance in
WI-TEACH.4,
WI-TEACH.8,
relation to student learning
WI-TEACH.10, and WI teacher standards.
WI-TEACH.9

Comments: You are aware of how your students are progressing and what you need to emphasize in future lessons.
10.000 pts | 62.5 %

Professional Responsibilities

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Professional • In rationale, reflected on
Responsibilities: choices related to
Describing objectives, instruction, and
Teaching and assessment.
Setting Context
1/4 (25%)
WI-TEACH.6,
WI-TEACH.9

Comments: Lessons were developed by Eureka Math.


• Evaluated the effect of
class activities on both
Professional individuals and the class as
Responsibilities: a whole, collecting
Analyzing information through
Teaching observation of classroom
1/4 (25%) interactions, questioning,
WI-TEACH.8, and analysis of student
WI-TEACH.10 work and reflected on this
in self assessment and in
discussions.
Comments: You monitored student progress during independent work time and discussions and were able to reflect upon the lessons.
Professional • Used classroom
Responsibilities: observation and
Data-Informed information about students
Reflection and as sources for evaluating
Continuous the outcomes of teaching
Improvement and as a basis for
1/4 (25%) reflecting on and revising
WI-TEACH.2, practice, in discussions and
WI-TEACH.3,
WI-TEACH.8,
self-assessment.
WI-TEACH.5

Comments: You were able to reflect upon the math lesson and discuss possible changes that could improve the classroom learning environment.
Professional • Information from
Responsibilities: cooperating teacher was
Collaboration used as part of planning
and process. • Sought out the
Colleagueship cooperating teacher to
1/4 (25%) support his/her
WI-TEACH.7,
development as a learner
WI-TEACH.10,
and a teacher.
WI-TEACH.9

Comments:
9.000 pts | 75 %

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