lesson plan
mixhael.daaha
ELSE 6193 Laboratory Experience K-12
Module 4 Effective Instruction
Elementary Instructional Plans Project OR Secondary Instructional Plans Project:
For this assignment, use the same target student for whom the IEP was written for in Module 3. * Each lesson must include a literacy objective aligned to the lesson, regardless of content area.
Using the eDTPA Focused Lesson plan template, the candidate will create and teach two (2) lesson plans that will be scored based upon rubrics. Rubric # 1 will assess the design of the lesson plan and will be graded by the course instructor or the academic assistant. Rubric #2 will be completed by the candidate and will be a self-rating on the use of technology in each lesson. Rubric #3 will be used to assess the candidate’s teaching of the lesson plans which the candidate’s mentor is required to observe and evaluate this process. In addition, the mentor and candidate will participate in video recorded post observation conferences.
Note: it is not permissible for students to work with their own children, or any child in their care or home.
The lesson plans should address one or more of the goals and objectives that were written in the IEP. The lesson plan can be taught to a group of students in which the target student is included. The candidate will describe in detail the adaptations and modifications that will be needed in order for the target student to be able to fully participate in each lesson. Both lesson plans should incorporate some type of technology and a literacy objective aligned to the lesson, regardless of content area. A template will be provided for constructing the lesson plans and should not be altered, the template is required.
After designing the lesson plans, the candidate will teach both lessons to the target student either individually or within a group. This must be done in an educational setting (not a room in the home). The mentor will be required to observe and evaluate both lessons. The candidate should give a copy of the lesson plan to the mentor during the observation. The rubrics are available at the end of this document.
After each lesson is taught, the mentor and candidate will have a post observation conference to discuss the performance of the candidate and the completed rubric. The post-observation conference will need to be videoed and uploaded to YouTube. You will insert the link to the YouTube video in the add comments area of Canvas. The post observation conference form will be signed and submitted.
NOTE: The Mentor Rubric and Video Post Observation Form MUST be signed, dated, and submitted. Without these requirements being met, credit will not be given for the lesson plan. It is the graduate candidate’s responsibility to ensure full and clear scans of all items.
Graduate Candidate Reflection: For each lesson, you will reflect on your thoughts of the lesson. You will need to be specific and avoid generalities such as “the lesson went great”. Although these are okay to be included you will need to provide critical feedback as well.
· For example, “most of the students were able to give the definition of the words, but they did not appear to be able to use them correctly in sentences – this suggests that they probably do not have a clear understanding of the definition. I think I need to bring more concrete examples next time…..”.
You must make sure you specifically address your target student’s performance as it relates to the questions provided in the template.
EPP Technology Integration Assessment Rubric: Following each lesson, you will rate your own use of technology in the lesson using the EPP Technology Assessment rubric. This rubric is located immediately following the lesson plan template and should be completed by the candidate.
Post Conference Video Link: Insert the link to the YouTube video in the comments area of Canvas. Please see directions for uploading video to YouTube in separate document.
INSTRUCTIONAL PLAN MODULE SUBMISSION
Submitting the Lesson Plans: The Lesson Plans and other documents will be submitted to Canvas. You will be making 4 separate submissions.
Submission #1 shall include:
-Lesson Plan 1
-EPP Technology Rubric
- Make sure to include the YouTube link to the Post-observation conference video for Lesson Plan #1. This link should be cut and pasted into the comments area of Canvas.
Submission #2 shall include the following items in the following order:
- Mentor Rubric for Lesson Plan 1 that has been scored by mentor and signed by candidate and mentor
-Video Post Observation Form that has been completed and signed by candidate and mentor
Submission #3 shall include:
-Lesson Plan 2
-EPP Technology Rubric
- Make sure to include the YouTube link to the Post-observation onference video for Lesson Plan #2. This link should be cut and pasted into the comments area of Canvas.
Submission #4–shall include the following items in the following order:
- Mentor Rubric for Lesson Plan 2 that has been scored by mentor and signed by candidate and mentor
-Post observation form that has been completed and signed by candidate and mentor
The mentor rubrics and the post observation conference forms may either be scanned into a Word Document or PDF file. Google documents and jpg. files will not be accepted.
Any scanned images can be inserted into a word document that you will be submitting. Refer to the “Help” in Microsoft Word for instructions on inserting images in word documents. It is the student’s responsibility to make sure scanned documents are legible. It is strongly suggested that you practice inserting a scanned image into a word document well before the due date of this assignment. Technology problems will not be accepted as an excuse for late submission. If you have trouble with scanning the image and/or inserting it into a word document, you are urged to seek out someone in your district that has some technology background to assist you. Your course instructor and academic assistant will not be able to help you.
SCROLL DOWN FOR LESSON PLAN TEMPLATE
Lesson Plan Template
Lesson Plan # _____
SMART Goal (write the academic goal you are focusing on for this lesson):
Candidate: |
Date(s): |
Grade(s) |
Subject: |
University Supervisor |
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Lesson Title: |
Cooperating Teacher: |
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School: |
Focus Learner: |
Learning Standards Include where the standards are from and list the complete standards |
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Learning Objective(s) What the specific learning objective(s) for learners in this lesson? (# the objectives) Objective must have measurable criteria. * Each lesson must include a literacy objective aligned to the lesson, regardless of content area. |
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Focus Learner’s Learning Goal and Objective(s) State the learning goal for the edTPA lesson segment. State the specific lesson objective(s) for the focus learner. Objectives must have measurable criteria.
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Prior Knowledge and Concepts What knowledge, skills, and concepts must learners already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do your learners have that are necessary to support the learning of the skills and concepts for this lesson. |
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Assessments: Include each assessment and associated evaluation criteria/rubric at the end of the lesson plan. Each objective must be linked to at least one assessment. Use as many rows as needed.
Objectives (#s) |
Type of assessment (formal, informal, summative, formal) |
Assessment/data collection tools (i.e. checklist, rubric, exit slip, complete project, etc.) |
Measurable Evaluation Criteria-State the expected level(s) of performance and how you will determine the degree to which students have met the learning objective. |
Feedback-What specific, meaningful and descriptive feedback will you give to learners? Include reinforcement and error correction. |
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Procedure - Instructional Strategies and Learning Tasks
Sufficient detail should be given so that another teacher could teach from this lesson plan without question. Classroom management considerations such as time allotment for each activity, how materials will be passed out, etc. need to be precisely documented.
Anticipatory Set Minutes How will you launch the lesson to engage and motivate students in learning? How will you transfer students’ prior academic learning and their personal/cultural and community assets to the new content (skills and concepts)? |
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Basic Procedures/ Instructional Strategies ______________Minutes What will you do to engage learners in developing understanding of the lesson objective(s)? What will learners do? What will you say and do? What questions will you ask? How will you give learners the opportunity to practice and apply learning so you can provide feedback? How will you determine if learners are meeting the intended learning objectives? How will you structure opportunities for learners to work with partners or in groups? What criteria will you use when forming groups? |
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Teaching of generalization, maintenance, and/or self-directed learning: Strategies for how the learning tasks, materials and/or planned supports will promote generalization, maintenance and/or self-directed learning. |
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Closure Minutes How will you refer back to the learning objective and guide students to reflect on their learning and generalize what they have learned? |
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Materials/Resources, including any modifications or accommodations to the materials for the focus learner (include citations for all materials/resources):
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Modifications or Accommodations to Support Diverse Learners |
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Address the needs of all exceptional learners (with IEPs and 504 plans). Add as many rows as needed.
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Content - How will you adapt the content to make it accessible for the learner? Process - How will you adapt the process of learning and participation in the activities? Product- How will the learner demonstrate what he/she learned, knows, understands, and is able to do as a result of this lesson, given adaptations to the product? |
Learner: |
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Learner: |
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Learner: |
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What are common errors and misunderstandings and strategies for responding to them?
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Reflection of Teaching: Complete this section after you teach. Consider the following questions as a guide for your thinking. How did your instruction engage and motivate the learners? How did your instruction support learning for the whole group and for individual learners? How did you respond to each learner and give him/her feedback regarding the lesson? How did your lesson strengthen literacy for the learner/s? What changes would you make to your instruction to better support the learners related to the lesson objectives and goals? Why do you think these changes would improve learning? Based on how your lesson went, what would you recommend as the next steps for instruction? |
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SCROLL DOWN FOR RUBRICS
Instructional Plan Module-Instructor Rubric (Rubric #1)
The graduate candidate’s instructor or academic assistant will grade the planning, the video and reflection portions of the lesson plans. Each of the two lesson plans that are to be submitted will be graded by this rubric. The two lesson plans should be submitted as two separate documents, resulting in two separate scores. This rubric is for your own informational purposes and should be deleted prior to the submission of your final product.
Planning the Lesson:
Standards |
EXEMPLARY 2 points |
ACCEPTABLE 1 points |
UNACCEPTABLE 0 point |
Score |
1. IGC 5S24 Instructional Planning |
The candidate demonstrates exemplary skill in planning and implementing age and ability appropriate instruction for individuals with exceptionalities.
-Links lesson plan objectives to the IEP goals and objectives.
-The goals/objectives of the lesson plans and IEP are linked to the general curriculum.
-The lesson plan is appropriate for target student |
The candidate demonstrates acceptable skill in planning and implementing age and ability appropriate instruction for individuals with exceptionalities.
-Links lesson plan objectives to the IEP objectives.
-The lesson plan is appropriate for target student |
The candidate demonstrates unacceptable skill in planning and implementing age and ability appropriate instruction for individuals with exceptionalities.
-Does not link lesson plan goal to the IEP goals and objectives. |
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2. ISCI 5S7 Technology |
Candidate demonstrates exemplary skill in incorporating instructional technology into the plan:
-Provides a comprehensive list of materials and supplies needed.
-Incorporates the use of technology and provides detailed explanation of use. |
Candidate demonstrates acceptable skill in incorporating instructional technology into the plan:
-Provides a basic list of materials and supplies needed.
-Incorporates the use of technology. |
Candidate demonstrates unacceptable skill in incorporating instructional technology into the plan:
-Does not incorporate use of technology or technology method is inappropriate.
-Does not provide a list of materials and supplies needed or the list is not complete. |
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3. IGC 5S6 Instructional Strategies
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Candidate demonstrates exemplary skill in modifying pace of the lesson and providing organizational cues.
- States the prior knowledge that is needed and provides description of reviewing activity prior to teaching lesson: including questions to be asked.
-Provides detailed description of activity that reviews/recaps the lesson’s objective after lesson is taught and a preview of the next lesson’s objectives/activities.
-Includes questions used in both the recap and the preview.
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Candidate demonstrates acceptable skill in modifying pace of the lesson and providing organizational cues.
-States the prior knowledge that is needed and provides description of reviewing activity prior to teaching the lesson.
-Provides description of activity that reviews/recaps the lesson’s objective after the lesson is taught.
-Includes a preview of the next lesson’s objectives/activities. |
Candidate demonstrates unacceptable skill in modifying pace of the lesson and providing organizational cues.
-Does not state the prior knowledge that is needed and/or does not provide description of reviewing activity prior to teaching the lesson.
-Provides limited description of activity that reviews/recaps the lesson’s objective after the lesson is taught.
-Limited preview provided.
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4. ISCI 5S15 Adapting/ Modifying
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Candidate demonstrates exemplary skill in selecting, adapting, and using instructional strategies and materials according to the characteristics of the individuals with exceptionalities.
-Adaptations and modifications for the student with exceptionalities are clearly identified.
-Explanation is given for their use. |
Candidate demonstrates acceptable skill in selecting, adapting, and using instructional strategies and materials according to the characteristics of the individuals with exceptionalities.
-Adaptations and modifications for the student with exceptionalities are clearly identified. |
Candidate demonstrates unacceptable skill in selecting, adapting, and using instructional strategies and materials according to the characteristics of the individuals with exceptionalities. -Adaptations and modifications for the student with exceptionalities are not clearly identified. |
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5. IGC 2 K2 Modifies Learning Environment |
Candidate demonstrates exemplary skill in appropriately modifying the learning environment for individuals with exceptionalities.
-Plan provides detailed description of the physical learning space.
-Plan provides detailed description of the modifications made and a rationale for the modifications. |
Candidate demonstrates acceptable skill in appropriately modifying the learning environment for individuals with exceptionalities.
-Plan provides general description of the physical learning space.
-Plan lists modifications made. |
Candidate demonstrates unacceptable skill in modifying the learning environment for individuals with exceptionalities.
-Plan provides little to no description of physical learning space.
-Plan lists inappropriate or unclear modification. |
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6 ISCI 5S5 Objectives
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Candidate demonstrates exemplary skill in constructing, implementing, and evaluating individualized learning objectives
-Provides evidence of using advance organizer for setting the lesson
-Provides brief explanation to students about the current lesson.
-States objective of lesson.
-Includes list of questions that will be asked. |
Candidate demonstrates acceptable skill in constructing, implementing, and evaluating individualized learning objectives
-Provides evidence of using advance organizer for setting the lesson.
-Provides brief explanation to students about the current lesson.
-States objective of lesson. |
Candidate demonstrates unacceptable skill in constructing, implementing, and evaluating individualized learning objectives
-Provides little evidence of using advance organizer for setting the lesson:
-Provides vague explanation to students.
-Objective is vague. |
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7 IGC 5 S23
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The candidate demonstrates exemplary skill in specialized instructional strategies appropriate to the abilities and needs of the individual.
-Provides clear presentation of new material through modeling:
-Includes detailed explanations and/or demonstrations of the skill to be learned.
-Provides strategic questions used to check student understanding.
-Or uses a specific strategy. |
The candidate demonstrates acceptable skill in specialized instructional strategies appropriate to the abilities and needs of the individual.
-Provides clear presentation of new material through modeling:
-Includes general explanations and/or demonstrations of the skill to be learned.
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The candidate demonstrates unacceptable skill in specialized instructional strategies appropriate to the abilities and needs of the individual.
-Does not provide a clear presentation of new material through modeling:
-Includes vague explanations and/or demonstrations of the skill to be learned.
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8. ISCI 5 S11 Efficient guided practice |
Candidate demonstrates exemplary skill in adjusting instruction based on observation.
- Provides clear description of guided practice activity:
-Provides repeated opportunities for students to practice in an active manner.
-Provides detailed description of how to obtain and give feedback on student performance. |
Candidate demonstrates acceptable skill in adjusting instruction based on observation.
-Provides clear description of guided practice activity:
-Provides an opportunity for students to practice in an active manner.
-Provides description of how to obtain and give feedback on student performance. |
Candidate demonstrates unacceptable skill in adjusting instruction based on observation.
-Provides limited description of guided practice activity:
-Provides little opportunity for students to practice in an active manner
-Provides limited description of how to obtain and give feedback on student performance. |
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9. ISCI 5 S21 Analyzing instructional practice
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Candidate demonstrates exemplary skill in evaluating instructional practice in response to ongoing assessment data:
-Provides detailed description of independent practice activity.
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Candidate demonstrates acceptable skill in evaluating instructional practice in response to ongoing assessment data:
-Provides general description of independent practice activity |
Candidate demonstrates unacceptable skill in evaluating instructional practice in response to ongoing assessment data:
Provides unclear description of independent practice activity |
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10. ISCI 5S5 Evaluating learning process |
Candidate demonstrates exemplary skill in implementing and evaluating individualized learning objectives:
-Provides detailed description of method of evaluating student learning of the stated objective.
-Explains criteria for meeting the objective. |
Candidate demonstrates acceptable skill in implementing and evaluating individualized learning objectives:
-Provides clear description of method of evaluating student learning of the stated objective. |
Candidate demonstrates unacceptable skill in implementing and evaluating individualized learning objectives: -Provides unclear description of method of evaluating student learning of the stated objective. |
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11. ISCI 6 S9 Self-Evaluates
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Candidate demonstrates exemplary skill in conducting self- evaluation of instruction:
Reflects upon the teaching of the lesson by thoroughly answering all four questions within the reflection guidelines. |
Candidate demonstrates acceptable skill in conducting self- evaluation of instruction:
-Reflects upon the teaching of the lesson by briefly answering three of the four questions within the reflection guidelines. |
Candidate demonstrates unacceptable skill in conducting self- evaluation of instruction:
Reflects upon the teaching of the lesson by answering less than three of the four questions within the reflection guidelines. |
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Spelling & Grammar |
The document is free of grammar and spelling errors
8 points |
The document is mostly free of grammar and spelling errors 5 points |
The document has many spelling and grammar errors
3 points |
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Standards |
EXEMPLARY 20 |
ACCEPTABLE 10 |
UNACCEPTABLE 0 |
Score |
12. Video |
Post observation video is submitted to You tube. Video is clear and conversation is easy to understand. |
Post observation video is submitted to You tube. Conversation is not easy to understand AND/OR video is too brief. |
Post observation video is not submitted to You tube OR Video is unclear |
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EPP Technology Rubric (Rubric #2) (to be completed by the candidate and included with each lesson plan submitted)
Indicators |
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Proficiency Level Descriptors |
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Criteria |
Benchmark |
Demonstrating |
Developing |
Initiating |
Content Goals & Technology Goals
ISTE Standards 5b, 6b
CAEP Standards R1.1, R1.3
InTASC Standards 1, 2, 4, 8
TPACK Levels CK, TK, TCK |
Technologies selected are aligned with content goals and technologies goals. |
Candidate uses technologies necessary for coursework (such as MS Office, Zoom, E‐mail, LMS, and varied Web 2.0 technologies*). AND Candidate uses technology for both presentation and interactive activities (communication, production, and collaboration). AND Candidate chooses technologies appropriate to the activity that are aligned with one or more content goals and technology goals.
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Candidate uses technologies necessary for coursework (such as MS Office, Zoom, E‐mail, LMS, and varied Web 2.0 technologies*). AND Candidate uses technology for both presentation and interactive student activities (communication, production, and collaboration). OR Candidate chooses technologies appropriate to the activity that are aligned with a content goal OR technology goal.
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Candidate uses technologies necessary for coursework, (such as MS Office, Zoom, E‐mail, LMS, or limited Web 2.0 technologies*). OR Candidate uses technology for presentation or demonstration purposes. OR Candidate chooses technologies that are inappropriately aligned with the activity, content goals and technology goals.
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Content Standards & Technology Standards
ISTE Standards 5b, 5c
CAEP Standards R1.1, R1.3 InTASC Standards 1, 2, 4, 8
TPACK Levels CK, TK, PCK |
Technology use supports content standards and technology standards. |
Candidate uses technologies that promote higher‐level thinking and inquiry as supported by content standards AND technology standards.
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Candidate uses technologies that promote inquiry as supported by content standards OR technology standards.
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Candidate does not use technologies that promote inquiry as supported by content standards OR technology standards.
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Technology Selection(s)
ISTE Standards 5b, 5c
CAEP Standards R1.2
InTASC Standards 4, 5
TPACK Levels CK, TK, TCK, TPK
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Candidate technology selection(s) meets the expectations of content and technology goals and standards. |
Candidate technology selections meet the expectations of content AND technology goals and standards. |
Candidate technology selections meet the expectations of content OR technology goals and standards. |
Candidate technology selections do not meet the expectations of content OR technology goals and standards. |
Alignment
ISTE Standards 4, 6, 7
CAEP Standards R1.1, R1.3
InTASC Standards 4, 6, 7
TPACK Levels CK, TK, TPCK
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Content and technology align to course objectives. |
Candidate evaluates the level of technology integration with content, strategies, and technology alignment AND that relates to course objectives.
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Candidate evaluates the level of technology integration with content, OR strategies, OR technology alignment that relates to course objectives.
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Candidate does not evaluate the level of technology integration with content, strategies, and technology alignment that relates to course objectives.
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Instructional Plan Module- Mentor Rubric (Rubric #3)
The graduate candidate’s mentor will observe the teaching of the two lesson plans for this module. The mentor will use the rubric below. Each of the two lesson plans in this module will be submitted with a scored rubric. Each lesson plan and rubric will be submitted separately, resulting in two separate scores.
Lesson Plan # ______ Candidate Name: ______________________________
Grade Level _______
Teaching The Lesson
Standards |
EXEMPLARY 6 points |
ACCEPTABLE 5 points |
UNACCEPTABLE 4 points |
Score |
1. ISCI 5 S10 Instructional Implemen-tation |
Candidate uses instructional time effectively. -Allows sufficient time for each part of lesson. -Provides smooth transition between each part of lesson.
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Candidate uses instructional time effectively. -Allows sufficient time for a majority of the parts of the lesson. Some parts could have been longer or shorter. -Provides smooth transition between each part of lesson.
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Candidate fails to use instructional time effectively. -Allows insufficient time for each part of lesson. Lesson is too long or too short. -Rushes through critical parts of the lesson or leaves out critical parts of the lesson. |
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2. IGC5 S11 Provides for Higher Learning Skills |
Candidate demonstrates exemplary skill in enhancing the learning of critical thinking skills, problem-solving, and performance skills of individuals with exceptionalities. -Uses a variety of strategies and materials to teach the objective. -Uses a variety of questioning techniques (i.e higher/lower order level of thinking questions). -Always allows appropriate wait time for student response.
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Candidate demonstrates acceptable skill in enhancing the learning of critical thinking skills, problem-solving, and performance skills of individuals with exceptionalities. -Uses a variety of strategies and materials to teach the objective. -Uses a variety of questioning techniques (mostly lower order level of thinking questions). -Allows appropriate wait time for student response most of the time.
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Candidate demonstrates unacceptable skill in enhancing the learning of critical thinking skills, problem-solving, and performance skills of individuals with exceptionalities. -Uses one strategy or inappropriate strategy/materials to teach the objective. -Uses lower order level of thinking questions). -Does not use appropriate wait time for student response.
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3. ISCI 2 S2 Active Engagement
Value of diversity |
The candidate demonstrates exemplary skill in designing learning environments that encourage active participation in individual and group settings -Encourages student participation in individual and group situations. - Encourages positive interactions by all - At least three statements of positive feedback and reinforcement are provided.
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The candidate demonstrates acceptable skill in designing learning environments that encourage active participation in individual and group settings -Encourages student participation. - Encourages positive interactions by all - At least two statements of positive feedback and reinforcement are provided.
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The candidate demonstrates unacceptable skill in designing learning environments that encourage active participation in individual and group settings -Does not encourage student participation. -Does not encourage positive interactions by all - At least one statement of positive feedback and reinforcement is provided.
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4. ISCI 2 S10 Behavior Management |
Candidate demonstrates exemplary ability to use effective and varied behavior management strategies: -Candidate handles classroom distractions quickly and effectively -Candidate monitor’s student behavior and provides constructive feedback to students about their behavior. |
Candidate demonstrates acceptable ability to use effective and varied behavior management strategies: -Candidate handles majority of classroom distractions quickly and effectively -Candidate monitor’s student behavior. |
Candidate demonstrates unacceptable ability to use effective and varied behavior management strategies: -Candidate does not handle majority of classroom distractions quickly and effectively -Candidate monitor’s student behavior inconsistently. |
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5. ISCI 2 S4 Student Engagement |
Candidate demonstrates excellent understanding of importance of creating learning environments for individuals with exceptionalities that encourage active participation in individual and/or group activities. -Students are actively involved in each step of the lesson. -Students engage in positive interactions with classmates and/or teacher. |
Candidate demonstrates acceptable understanding of importance of creating learning environments for individuals with exceptionalities that value diversity and encourages active engagement. -Students are actively involved in the majority of the lesson. -Students are encouraged to engage in positive interactions with classmates and/or teacher. |
Candidate demonstrates unacceptable understanding of importance of creating learning environments for individuals with exceptionalities that value diversity and encourages active engagement. -Students are not actively involved in the majority of the lesson. -Students are not encouraged to engage in positive interactions with classmates and/or teacher. |
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6. ISCI 6 S8 Enhance Communi- cation
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Candidate demonstrates exemplary oral and written communication skills. -Uses correctly spoken grammar throughout lesson. -Uses correct grammar/spelling in all written materials throughout lesson.
-Directions/ explanations (both written and spoken) are clearly communicated. |
Candidate demonstrates acceptable oral and written communication skills. Uses correctly spoken grammar throughout lesson. -Uses correct grammar/spelling in all written materials throughout lesson.
-Directions/ explanations (both written and spoken) are clearly communicated most of the time. |
Candidate demonstrates unacceptable oral and written communication skills. Does not use correctly spoken grammar throughout lesson. -Does not use correct grammar/spelling in all written materials throughout lesson.
Directions/explanations (both written and spoken) are not clearly communicated most of the time. |
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7. ISCI 4 S8 Assessment
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The candidate demonstrates exemplary skill in evaluating instruction and monitoring progress of individuals with exceptionalities. -Uses a variety of methods to evaluate student understanding. -Demonstrates ability to adjust instruction as needed, based upon student monitoring |
The candidate demonstrates acceptable skill in evaluating instruction and monitoring progress of individuals with exceptionalities. -Uses at least one appropriate method of evaluating student understanding.
-Demonstrates ability to adjust instruction as needed, based upon student monitoring |
The candidate demonstrates unacceptable skill in evaluating instruction and monitoring progress of individuals with exceptionalities. -Does not use an appropriate method for evaluating student understanding.
-Does not adjust instruction to as needed, based upon student monitoring. |
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8. IGC1 S1 Support
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Candidate uses exemplary skill in using strategies to support and enhance communication skills of individuals with exceptionalities. -Always rephrases directions/questions if student does not understand. -Always gives appropriate wait time for student responses. -Always provides constructive feedback to encourage communication skills. -Always provides alternative methods of communication to students as needed, based upon the disability of the student. |
Candidate uses acceptable skill in using strategies to support and enhance communication skills of individuals with exceptionalities. -Usually rephrases directions/questions if student does not understand. -Usually gives appropriate wait time for student responses. -Provides constructive feedback to encourage communication skills most of the time. -Provides alternative methods of communication to students as needed, based upon the disability of the student most of the time. |
Candidate uses unacceptable skill in using strategies to support and enhance communication skills of individuals with exceptionalities. -Rarely rephrases directions/questions if student does not understand. -Rarely gives appropriate wait time for student responses. -Rarely provides constructive feedback to encourage communication skills. -Rarely provides alternative methods of communication to students as needed, based upon the disability of the student. |
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9. Signatures |
All forms are clearly scanned and signed 2 points |
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Forms are not professional (are sideways or blurry etc.) but can be read 0 points |
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Final Score: _____/50 Pts Comments:
Mentor Signature: ______________________________________________
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Scroll to next page for VIDEO POST OBSERVATION CONFERENCE form
Master of Science in Education (MSE)
Special Education – Instructional Specialist K-12
ELSE 6193 LABORATORY EXPERIENCE: Video POST Observation Conference
Grade/Setting: _____________________
Lesson Plan #: _____________
The Video Post-Observation Conference aims to provide an opportunity for the graduate candidate and mentor to discuss the evaluation of the lesson. During this session, review the strengths and weaknesses of the lesson and offer constructive feedback and suggestions for improvement. The candidate and/or mentor can also use this time to ask any questions to better understand instructional planning.
Mentor comments:
___________________________ __________________________
Candidate’s Signature Mentor’s Signature
___________________________ ___________________________
Date Date