Assessment Template

Name: School: Kyriako Anastasiadis Howe School of Excellence Collaborator(s), if applicable1: I collaborated with my mentor teacher Date: April 10, 2013 Grade/ Subject: 7th Physical Education Unit: Speed Stacks

Video Clips
Each of the video clip explanations should: Begin with a video time stamp Include the day and date the footage was captured Situate the footage within the flow of the lesson in one sentence Note the type of CFU
Time Stamp: 0:00 Day and Date: Monday, March 25 , 2012 Situation in Time: This CFU took place after I introduced two kinds of characterization, direct and indirect, in guided notes. CFU Strategy Used: Ask, Ask, Ask

Reflection
Each reflection should: Explain the conclusion you drew from the data collected during the CFU Explain how you responded to that data to adjust instruction (or why you did not need to adjust the instruction)

Conclusion: Three of the six students I asked to identify the type of characterization employed in the passage on pg. 25 of our class text, To Kill a Mockingbird, answered incorrectly that it was indirect characterization. Since half of the students got this incorrect, I can infer that were not quite there yet with this objective and that I need to gather a little more information and, potentially, re-teach.

Ex

Response: Since I only heard from six students using Ask, Ask, Ask, I decided to have student answer the identification question in the Guided Practice independently so I could circulate and look over the shoulder to get a better read of the room. When I did this, I noticed that about 1/3 of students were incorrect. I stopped everyone, and re-explained this distinction using two examples from the text, one that was direct and one that was indirect.
Conclusion: As I walked around and listened to students talking with their peers I wanted to see who is recalling accurate information and even ask a question or two to expand on what they were saying.

Time Stamp: 0:00 Day and Date: April 10, 2013 Situation in Time: Students are talking about what they remember from last week during speed stacking. They are discussing techniques, rules, and he parts from the Cycle Stack. CFU Strategy Used: Over the Shoulder Time Stamp: 1:07, 2:20 Day and Date: April 10, 2013 Situation in Time: Students share out what they discussed with their partners CFU Strategy Used: Ask, Ask, Ask Time Stamp: 1:37, 3:42 Day and Date: April 10, 2013 Situation in Time: I set up my cups the wrong way

Response: I used this data to see how many questions I will need to ask and what types of questions I was going to ask for my whole group instruction Conclusion: As I asked students random questions about techniques, rules, and the cycle stack I used a cold call method. Many of the students were adding meaningful information. Through out my instruction I am asking students questions. My questions also surrounded around the process of the Cycle stack and they told me what the steps are as I demonstrate them. Response: Ask, Ask, Ask along with Cold Call help me see my students level of understanding while seeing who is staying focused on the lesson. Conclusion: During my Ask, Ask, Ask if there was a disagreement or I wanted to take a more accurate read of the entire class I used gestures.

All collaboration should be verbal in nature and each teacher should submit unique, individual written work for each assessment. Any additional resources consulted should be listed at the end of the assessment. The primary volume of your work should be yours and yours alone.
TC-121: MP 2012 Relay Graduate School of Education. All rights reserved. 1

on purpose to see who can recall how the 3-6-3 in Speed Stacking is set-up. CFU Strategy Used: Gestures

Response: I did not adjust my instruction because the majority of my students held up the correct number.

TC-121: MP

2012 Relay Graduate School of Education. All rights reserved.

TC-121: MP

2012 Relay Graduate School of Education. All rights reserved.