INSTRUCTION-2 How did the candidate open the lesson? reading, activity, or lesson without catching the learners’ attention. lesson with an introduction (hook) that introduced learners to the objective. ● The hook connected the lesson to prior knowledge, OR to learners’ cultural or familial backgrounds. ● Candidate elicited and built upon student responses to promote thinking and application. ● The lesson hook incorporated literature, music, art, realia, video or a related problem to solve. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Performance: 7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill. INSTRUCTION-3 What kind of questions did the candidate ask and how did they engage learners? ● Candidate did NOT ask questions to engage learners. ● Interaction was candidate to student only (lecture/teacher talk) ● Candidate asked closed ended questions (yes or no, right or wrong) only. ● There was minimal interaction. ● Questions were written (Met Level 2 AND) ● Candidate’s questions elicited students’ thinking or explanations over proscribed (right) answers. ● Learners were encouraged to provide examples/evidence in answers to questions. ● Posed questions were planned to allow participation of all learners in the class. (Met Level 3 AND) ● Learners built on each other’s answers and asked questions that led the instruction. ● Prompts and questions required learners to elaborate and work with others to clarify and strengthen their responses.
through activities. ●Candidate did not use the classroom to his/her advantage (stood in front of the class, did not circulate, difficult to hear and understand). ●Did not use the equipment/materials effectively. planned examples, note cards, power point and/or lists to keep lesson on track. ●Candidate gave clear directions and stated expectations. Restated or corrected directions if necessary. ●Candidate use of the classroom environment in a limited way to enhance learning (some moving around the room, could be heard, used visuals during the lesson). words, written on board, practiced). ●Directions included counter examples and exemplars. ●Candidate used the classroom environment to enhance learning (moved around, made sure he/she AND students could be heard, varied groupings/seating arrangements, incorporated movement, used of equipment and teaching tools efficiently). directions/assignments. ●Candidate used the classroom environment to enhance learning for all students.
USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance: 2(e) The teacher incorporates of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. LANGUAGE-1 What attention was given to addressing academic vocabulary related to the content ● No evidence of planning for specific academic vocabulary. ● Primarily rote learning of vocabulary definitions. ● Focus is on memorization or learning definitions using a word wall, bold words, writing key words, explaining key words, etc. (Met Level 2 AND) ● Use of academic vocabulary was practiced with context. ● Targeted academic language was used during the lesson both verbally and in writing. (Met 3 AND) ● Appropriate applications of vocabulary and related terms were used while analyzing, interpreting, summarizing, explaining, etc. ● Supports were provided for targeted learners to practice oral and written use of academic language. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Performance: 8(b) The teacher continuously monitors student learning, engages learners in assessing progress, and adjusts instruction in response to student learning needs. ASSESSMENT-1 What evidence did the candidate have that the instructional objectives were met? ● No assessment of the learning objectives was present. ● Assessment of ● Assessment clearly aligned with the lesson, learning (Met Level 2 AND) ●Assessment was shared with the learners during the lesson (verbally). (Met Level 3 AND) ● Self-assessment time was provided during the lesson.