Source of Evidence: Post-Observation Reflection

Name:Katelyn FryarCycle:2Tiller

!
!

This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students performance
into three categories:

!
!
!
!

Objective / Learning Target 1

a)

Below criteria

0 # of students

b)

Meets criteria

c)

Exceeds criteria 0 # of students

24 # of students

Objective / Learning Target 2

# of students
# of students
# of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students
performance on each of the lessons learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? Did the students achieve the learning
target(s)? What will you do for those students who did not achieve the learning target criteria? For those
students who exceeded the criteria? (4A)

I think all students were able to meet the objective with guidance. They were able to, with relative ease, correctly
identify what each rubric item scored after reading and annotating the narrative.

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or
artifacts that assisted you in making your determination regarding student achievement. (4A)

All assessment was observed within the lesson.

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student
learning? (4A)

Students were seated in groups of 4. Toward the end of the lesson, students worked individually to highlight
specific aspects of the narrative we read. The group seating made it easier for students to talk when they were
supposed to be working individually, which was a bit of a management issue, but the group seating also allowed
students to assist and encourage one another while we were working as a whole class.

!
!

5. Did you depart from your plan? If so, how and why? (3E)

I did. I had planned to get through two articles today, but ran out of time. I think it was beneficial, however, to
spend more time working as a class so students can develop a more solid baseline knowledge.

6. If you had the opportunity to teach this lesson again to the same group of students, what would you do
differently, and why? (4A)

I would plan for a more extensive review of each of the elements on the rubric before moving on, as several
students, once working individually, needed a bit of extra scaffolding in order to meet their goal.

!
!

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified
through personal reflection? (4A) (4E)

I plan to revisit the lesson and tweak it so all student needs are met we are doing a similar activity in our next
class meeting, and I will be giving the students less assistance. I want to make sure I pre-empt all possible issues
before allowing students to begin, and this lesson has given me a good idea of what issues students are struggling
with.