FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Coherence Coherence Total Points: ___20___ /

20

Standard(s) & The objective(s) The objective(s) is/are The objective(s) is/are 5 I really dont know but assume you
Objective(s) is/are closely tied to tied to appropriate not closely tied to went over the Standard or objective for
appropriate standards and are appropriate standards the lesson. If you didnt be sure to
standards and are somewhat specific, or are not specific, remember to do so. You might also
specific, measurable measurable and measurable and have the students repeat it after you or
and observable. observable. observable. with you.

Congruency All of the lesson Most of the lesson Few or none of the 5
components are components are lesson components
highly congruent congruent with the are congruent with the
with the standard(s) standard(s) & standard(s) &
& objective(s). objective(s). objective(s).

Sequencing Breaks down Breaks down complex Does not break down 5
complex tasks into tasks and presents the complex tasks or
appropriate material in a present the material
increments and somewhat logical clearly in a logical
presents the sequence. sequence.
material clearly and
explicitly in a logical
sequence.

Pacing The lesson is well The lesson is fairly The lesson is not well 5 Changing the centers every 10-15
paced and well paced and paced or transitions minutes seemed like a good strategy
transitions are employs some are ineffective. with these students.
effective. effective transitions.

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 FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Elements of Effective Instruction Elements Total Points: ___25___ /25

Anticipatory Set Creative, engaging, Effective at focusing Not effective at 5 You must have done this as the
and highly effective the learners attention focusing the learners students in general did not seem to
at focusing the and tapping prior attention or tapping have any questions or problems with
learners attention knowledge. It requires prior knowledge. It the work.
and tapping prior participation from does not require
knowledge. It learners and includes participation from
requires active a statement of the learners or it does not
participation from learning objective. include a statement of
learners and the learning objective.
includes a clear
statement of the
learning objective.

Modeling Teacher clearly and Teacher models some Teacher does not 5 You did a great job going from center
explicitly models expected learning model expected to center demonstrating what they
expected learning outcomes for the learning outcomes for were to do in each.
outcomes for the learners. the learners.
learners.

Guided Clear, concrete, Effective strategies Ineffective strategies 5. Centers included games,
Proactive effective strategies provide opportunities provide few worksheets and coloring.
provide for most learners to opportunities for
opportunities for all demonstrate learners to
learners to understanding with demonstrate
demonstrate support from the understanding with
understanding with teacher. support from the
support from the teacher.
teacher.

Closure Concise closure is Closure is provided Inadequate or missing I believe the closure was when you
provided that that requires some closure. had the students come to the floor and
requires active participation from then explain what they did. The
participation from learners and papers they turned in throughout the
learners and reinforces the learning lesson probably also told you who
effectively reinforces objective(s). understood the lesson.
the learning
objective(s).

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 FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

Independent Instructions are Instructions are Instructions are 5 They were all focused on the center
Practice extremely clear and somewhat clear and unclear or do not activities.
anticipate may anticipate anticipate difficulties.
difficulties. Tasks difficulties. Tasks Tasks do not ensure
ensure that all ensure that most that learners possess
learners possess learners possess the the requisite
the requisite requisite knowledge knowledge and skills
knowledge and and skills to succeed. to succeed.
skills to succeed.

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Responsive Instruction Responsive Instruction Points: _15_

/15

Check for Teacher uses Teacher uses at least Teacher does not 5 You rotated from group to group
Understanding ongoing and varied one strategy to check check for making sure they understood and
strategies to check for understanding. understanding. helping when they didnt.
for understanding.

Monitor and Teacher continually Teacher adjusts Teacher does not 5 You had them change centers about
Adjust and effectively instruction as student adjust instruction as every 10 minutes so that they really did
adjusts instruction needs indicate. student needs not have time to get frustrated if they
as student needs indicate. had a difficult time in a center.
indicate.

Differentiation Effectively meets Attempts to meet the Does not effectively 5 You had the working in pairs and in
the needs of all needs of all students meet the needs of all larger groups. There were several
students by by differentiating students by different types of activities including

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 FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

differentiating instruction to differentiating manipulatives and just paper and

instruction to accommodate for instruction to pencil.
accommodate for varied abilities and accommodate for
varied abilities and learning styles. varied abilities and
learning styles. learning styles.

Classroom Management Management Total Points:

___10___ /10

Relationships Demonstrates Demonstrates Does not demonstrate 5 The students respond well to you
positive and somewhat positive positive and respectful
respectful and respectful relationships with all
relationships with all relationships with all students.
students. students.

Procedures and Runs an efficient Runs a somewhat Does not run an 5 They are really focused and know
Routines classroom; uses efficient classroom; efficient classroom; what you expect of them.
effective classroom uses classroom does not use effective
management management classroom
strategies to strategies to minimize management
eliminate disruptive disruptive activity and strategies to minimize
activity and makes good use of disruptive behavior or
maximizes instructional time. make good use of
instructional time. instructional time

NOTE: Student Teachers who receive any Unacceptable ratings on Clinical Total Points out of 70: 70
Observation #3 will not receive credit for Student Teaching II, regardless of point
standing in the course. = ___100_____ %

Additional Comments

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 FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

Your room is looking better and better with the student work displayed. I bet they are proud of it. Students settled down right
away even with some coming in late. They did a good job with the activity. Were they counting or ??? You are beginning to
look more relaxed which probably was difficult today with two people observing you. I even saw some smiles! Students did a
good job in getting their clip boards and sitting back down. You gave them papers. You modeled what you wanted them to do
with the paper. You went from center to center explaining what they were to do and holding up the supplies they needed. You
also had the students working in pairs. How did you choose the pairs? Were they friends, working at the same level, or high vs.
low or ??? You changed your voice level to demonstrate what voice level the students should use during their work. The
transition from the group in front to working at centers went very well. The students got right to work and seemed to know what
you expected from them. You have totally turned this class around. No longer do they seem to be lost and not paying attention.
Even the movement from center to center was well done. I was concerned about this when you wrote your plan but you figured
it out. Well done! You must have done a good job in explaining your expectations for the activity. You roamed the room making
sure they were on task and re directing when needed. They seemed to be very engaged in the authentic survey activity. I.dont
know if the number eval is correct as I really do not know if all the elements are there or not. However I see a huge
improvement in engagement and the students ability to speak Chinese so you must be doing it correctly. Having multiple
students show the decomposition of the numbers took the pressure off the student who ws struggling. Great! Continue to
involve the students in speaking more and more in class. It was also good when you had the students applaud each other for
doing well. The students also clearly enjoyed the singing as did you! Good job!

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FINAL Clinical Observation #3 Date _12/2/2016_____________

Student Teacher ________Zeiwei Shepard_____________

Observer __Cindy Konrath_________________________

Student Teacher Signature ___________________________________________________ Date ________________

Observer Signature _________________________________________________________ Date _________________

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