19 Mar 2019 Page 1 of 4

Intern Name: Carmen Williams

Internship: 2017FA-ED-201S-01

Submitted: Oct 16, 2017 Supervisor(s): Nancy Athanasiou, Beth Erenberger

Course/Term: ED-201S - 01 : Found Tchg, Lrng & Assess-SED ( 2017FA ) Mentor(s): Liann Liegler
Assessor: Beth Erenberger (Supervisor) Site: Greendale Middle School, 6800 Schoolway, Greendale WI 53129
Comments: Subject(s): Science
Grade(s): 7th

FEM - Observed Lesson 1 - Supervisor's Feedback & Student Self-Assessment

Observed Lesson 1 Rubric

Students - Please fill out your self assessment for observed lesson 1.
Supervisors - Please fill out your student assessment for observed lesson 1

FEM - Observed Lesson 1 - Supervisor's Feedback & Student Self-Assessment

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
Planning and Preparation
(AEA:
Conceptualization/Diagnosis
– WTS: 1, 7–DISP:
Respect, Responsibility)-
Uses teaching resources
and curriculum materials
that are appropriate in
representing the ideas and
concepts. -Plans instruction
appropriate to students’
stages of development and
learning styles. -Links new
ideas to familiar ideas and
makes connections to
students’ experiences. -
Provides opportunities for
active engagement,
manipulation and testing of
ideas and materials. -Knows
how to enhance learning
through the use of a variety
of materials. -Values
flexibility in the teaching
process by monitoring and
adjusting plans and
adapting instruction when
necessary and appropriate.
-Chooses appropriate
teaching strategies, learning
experiences, and materials
to achieve different
instructional purposes and
to meet student needs. -
Varies his or her role in the
instructional process in
relation to the content and
purposes of instruction. -
Plans motivational
instruction by relating
lessons to students’
personal interest. -Seeks to
find ways to meet the needs
of diverse learners.
1/6 (16%)
WI-WITS.1,
WI-WITS.7
19 Mar 2019 Page 2 of 4
Highlights Your lesson plan was submitted in advance and included all the expected components: Goal, objective,
understanding of student reading achievement, procedures (strategies), materials, and formative assessment. The strengths of
your planning were the detail in which her lesson was developed – you provided a lot of narrative that described the expected
class activity. Your teaching was aligned to the expected IQWST lesson – you used this resource for your planning. You had
Comments:
your equipment and the needed materials well organized to allow for efficiency in completing the burning activity. Reflection
Question: What could you include in your lesson plan in the future that would assist you with the variance between classes in
the amount of time it took to do the mini-lesson? Future Opportunities Include exemplars of the expected CER or a rubric for
evaluation in your advanced planning. Plan questions that can increase higher order thinking
Classroom Environment
(AEA:
Coordination/Integrative
Interaction – WTS: 2,3,5—
DISP: Respect,
Responsibility)-Shows
respect for the diverse
talents of all learners. -Uses
knowledge about human
motivation and behavior to
develop strategies for
organizing and supporting
individual and group work. -
Is committed to the
expression and use of
democratic values in the
classroom. -Organizes,
allocates, and manages the
resources of time, space,
activities and attention to
engage students in
productive tasks. -Knows
how to help students work
productively and
cooperatively with each
other. -Uses strategies of
effective classroom
management to promote
positive relationships,
cooperation, and purposeful
learning in the classroom. -
Respects students as
individuals with differing
personal and family
background and various
skills, talents and interests.
1/6 (16%)
WI-WITS.2,
WI-WITS.3,
WI-WITS.5

Highlights Students were very compliant and engaged with your demonstration. You have a positive relationship with your field
experience teacher (she reported this to me). You smile and speak with clarity and respect to students. You modeled a lab for
students- had them out of their seats. You listened carefully to student responses and gave affirmative acknowledgement of
their sharing of verbal responses. Reflection Question: How could you increase more student participation in whole group
Comments:
instruction? Future Opportunities: • When students are working at tables and independently, use this time to challenge thinking
or to increase understanding for those needing it. For example, when a student looks to be done with the CER before others, as
you circulate ask to see it- if needed, ask challenging questions to push their thinking. • You have very compliant students to
work with- increase discourse by designing some questions or activities that require students to do more active engagement
19 Mar 2019 Page 3 of 4
Instruction (AEA:
Communication,
Coordination, Diagnosis,
Integrative Interaction –
WTS 4,6,7—DISP: Respect,
Responsibility,
Communication) -Uses
different representations
and explanations of
concepts when necessary
to accommodate students
who approach learning from
different conceptual
frameworks. -Uses teaching
approaches that address
different learning styles and
performance modes. -Uses
instructional strategies that
promote student learning for
a range of student abilities.
-Encourages discussion. -
Elicits samples of student
thinking orally and in writing.
-Values the development of
students’ critical thinking,
independent problem-
solving, and performance
capabilities by using varied
teaching and learning
strategies to engage
students in active learning. -
Modifies explanations when
necessary to assist
students’ understanding. -
Organizes, prepares
students for, and monitors
independent and group
work. -Recognizes the
importance of verbal and
nonverbal communication. -
Is a thoughtful and
responsive listener. -
Communicates in ways that
demonstrate a sensitivity to
cultural and gender
differences. -Models
appropriate communication
strategies in conveying
ideas and information. -
Supports learner expression
in speaking and writing, and
other media. -Knows how to
ask questions and stimulate
discussion in different ways.
1/6 (16%)
WI-WITS.7,
WI-WITS.4,
WI-WITS.6

Highlights • You started by stating the objectives very clearly. • You gave very explicit information about safety guidelines for
both today and in the future. Your presentation of these guidelines was very clear, nicely delivered and included modeling of
what you expected. • You burned magnesium and then placed it in individual glasses for each table. Passed it out to students.
Asked students whole group to respond to the question: Have you seen anything that looks similar? Asked students to identify
the properties and to chart before and after data at their tables. • You circulated the room, stopping at some tables for brief
Comments: interaction. Reflection Question : What activities could you design that will get all students to engagement in higher order
thinking? Future Opportunities • Build in individual think time for students before having them answer your questions- this is to
promote all students to be thinking. • Deepen learning by having some additional planned questions that are higher level – push
thinking (DOK 2 or above). Use these questions as you circulate the room for students that have mastered the objective. •
Summarize the learning- at the end of the lesson go back to your objective and pull together the expected learning. This is
where you may have some students share their CERs (using a document camera) whole group for discussion (modeling).
19 Mar 2019 Page 4 of 4
Assessment (AEA:
Diagnosis/Integrative
Interaction – WTS: 8,9—
DISP: Collaboration,
Communication) -Knows
how to select and construct
assessment strategies and
instruments. -Uses
appropriate assessment
techniques to enhance his
or her knowledge of
learners, evaluate students’
progress and performances,
and modify teaching and
learning strategies. -Solicits
and uses information about
students’ experiences,
learning behavior, needs
and progress from
cooperating teachers and
the students themselves. -
Evaluates the effect of class
activities on both individuals
and the class as a whole,
collecting information
through observation of
classroom interactions,
questioning, and analysis of
student work. -Uses
classroom observation and
information about students
as sources for evaluating
the outcomes of teaching
and as a basis for reflecting
on and revising practice.
1/6 (16%)
WI-WITS.8,
WI-WITS.9

Highlights The CER students wrote will generate evidence in regard to whether or not students mastered the intended learning
objectives. Reflection Question What kind of evidence could you have collect in “real time” that would allow for you to provide
Comments: more instruction to those that need it and challenge those that have mastery during class? Future Opportunities: Formative
assessment takes a lot of practice and skill. During the initial phases of developing this skill it is best to do something more
explicit in gathering evidence of student learning in regard to the objective.
Professional Responsibilities
(AEA:
Communication/Integrative
Interaction – WTS: 10–
DISP: Responsibility,
Collaboration,
Communication) -Relates
professionally and
effectively with the
cooperating teacher and
faculty. -Dresses
professionally and
consistently portrays a
professional demeanor. -Is
enthusiastic about teaching.
-Seeks out the cooperating
teacher to support his/her
development as a learner
and a teacher.
1/6 (16%)
WI-WITS.10

You related very well with your field teacher- very comfortable with each other. You portrayed a professional demeanor at all
Comments: times. You were dressed appropriately and were respectful of safety regulations important to keeping students safe during lab
demonstration.
Overall Performance
1/6 (16%)

Comments:
11.000 pts | 61.11 %