ALVERNO COLLEGE

LESSON PLAN and OBSERVATION

ED 321
Candidate: Andrea Bowhall

Check One: 1st Observation

Cooperating Teacher: Mary E. Staten

Date: April 7, 2014

School: Wedgewood IB Middle School

Number of Students: 31 (combination of several classes because of student

field trip)
Grade: 7th

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:

1,7DISP: Respect Responsibility)
Demonstrates knowledge of content and pedagogy
Chooses and creates learning experiences based on appropriate
objectives
Selects services or resources, e.g., media, technology, materials, to
reinforce instruction

____Inadequate

____Emerging

____Proficient

2nd Observation X

Subject(s): Math
Evidence (Candidate

Begins class with Math Minutesposted on board. Learning

Intention and Success Criteria postedCCSS/District Math
Standard and Instructional Objectives listed on lesson plan.
Verbally tells students what they will be learning today. Also, tell
them how they will know when they are successful. Lesson plan
can be implemented as designed by Andrea by another teacher-lesson plan components addressed clearly. Strong content
knowledgeclearly understands math concepts. Puts time and
effort into learning the concepts so that she can teach effectively-commendable

X Distinctive

Classroom Environment (AEA: Coordination, Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility)
Reinforces a learning community in which individual differences are
respected and in which students work collaboratively and independently
Plans for and delivers motivational instruction by relating lessons to
students interest, providing student choice, questioning and investigation
Organizes, allocates, and manages resources of time, space, activities
and attention to engage students productively
Maximizes the amount of class time spent in learning by creating
expectations and procedures for communication and behavior

Evidence (Candidate and Student)

Very calm and easy demeanor with students.

Turn to meeyes back up here as a way to get students attention
When asking them to take out papergave them an amount of time
to do it5 seconds and counted down the secondsvery effective
in not wasting time for instruction
Conscious of time to write notespencils up when you are ready to
move on

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Student asked, Ms. Diaz (Bowhall) can you go slower,good that

you slowed down and took the time to walk around room to check
students understanding before moving on. They needed processing
time.
Repeated expectations during gamegood!
____Inadequate ____Emerging X Proficient

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative

InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility)
Models and supports active listening, interactive discussion and thoughtful
responses in reading, writing and other media
Uses different types of explanation, levels of questioning and discussion
techniques to challenge and support student thinking
Actively engages students in meaningful learning
Adjusts instruction to meet student needs and styles in order to enhance
learning
Varies her/his role in the instructional process in relation to the content
and purposes of instruction
Communicates with sensitivity to cultural and gender differences

Evidence (Candidate and Student)

Effective strategy for teaching measurements

Using concrete artifacts/tools (object 1 inch long, ruler, yard stick)
very effective for helping students visualize (see) the concept. Paper
block that Andrea made.
Student-friendly/centered lessonusing the game, The
Measurement is Right! Game effectivestudents like competition.
Measurement stationsinteractive, can do in halls and outside
Had students share by asking, "What did you guys talk about?"
Modeled for students to take notes for 12 inches 1 foot. Also
encouraged them to draw pictures as a way of note takinge.g. A
strip with 12 squares to show 1 foot
Demonstrates conceptse.g. placing 3 12 inch rulers on yard stick.
Asks students to explain their answers:
How did you get that number
What did I do to get from yards to feet?
Jennifer how did you get that?12 x 3 == 36
Gave example and/or had students think of these measurements in
terms of real-life situations:
Milescars, running a mile in Gym class. Your height--using

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 712
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yourself was very effectivethe students can see it.

Yardfootball field, Feetstudents height, their own height.
Have pairs work with each other also to explain the concept/task,
that way you dont have to move around room to explain to each
group. Also, by you showing the concrete examples they can
see/understand better.
____Inadequate

____ Emerging X Proficient

____Distinctive

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9

Evidence (Candidate and Student)

DISP: Respect, Reflection)

Uses appropriate formal and informal assessment strategies that are
linked to lesson objectives
Monitors the impact of teaching on student learning, modifying plans and
instruction accordingly

Assessment aligned to the standards/objectives

Checks progress and understanding of each group
For students who are still in the middlewhat are you still
wondering aboutwhere are you stuck? So, Andrea decided to do
practice problems.

____Inadequate

____Emerging

X Proficient

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication, Integrative

InteractionWTS: 10DISP: Collaboration, Communication)
Relates professionally and effectively with the cooperating teacher and
faculty
Dresses professionally and consistently portrays a professional demeanor
Reflects on own performance in relation to Alverno Education Abilities and
WI Teacher Standards

Andrea and cooperating teacher collaborate effectively to have a

continuous implementation of math concepts
Andrea is very professional in her interactions with students and her
cooperating teacher.
Dresses professionally for teaching. Students appreciate this.

____Inadequate

____Emerging

X Proficient

____Distinctive

Summary Statement and Areas to Concentrate on Improving:

:
Andrea.
You appeared very comfortable and confident in teaching the lesson and interacting with the students.
Overall Performance: ____Inadequate ____ Emerging

X Proficient

____Distinctive

Andrea, your strengths lie in your ability to design and implement lessons that support middle school students characteristics and interests while still getting at the
content/concepts. You work to make the lessons relevant to them by providing examples that they can relate to. Your students enjoyed the game and I did too.
Continue addressing math concepts through interactive, higher level thinking, and collaborative learning strategies and your students will do well in mathematics.
Very well done lesson!

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 712
0210 ED