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    Thomas Pezzano Evaluation February 9

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    The document discusses a student teacher's lesson observation on teaching a science lesson about hurricanes. The observer provided feedback on the student teacher's planning, classroom environment, instruction, and professional responsibilities. The feedback noted the student teacher imparted a lot of information but could have made the lesson more interactive. The students asked good questions and seemed engaged in learning about hurricanes.

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    Thomas Pezzano Evaluation February 9

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    23 views3 pages
    The document discusses a student teacher's lesson observation on teaching a science lesson about hurricanes. The observer provided feedback on the student teacher's planning, classroom environment, instruction, and professional responsibilities. The feedback noted the student teacher imparted a lot of information but could have made the lesson more interactive. The students asked good questions and seemed engaged in learning about hurricanes.

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    thomas pezzano evaluation february 9

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    The document discusses a student teacher's lesson observation on teaching a science lesson about hurricanes. The observer provided feedback on the student teacher's planning, classroom environment, instruction, and professional responsibilities. The feedback noted the student teacher imparted a lot of information but could have made the lesson more interactive. The students asked good questions and seemed engaged in learning about hurricanes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views3 pages

    Thomas Pezzano Evaluation February 9

    Uploaded by

    api-299033960
    The document discusses a student teacher's lesson observation on teaching a science lesson about hurricanes. The observer provided feedback on the student teacher's planning, classroom environment, instruction, and professional responsibilities. The feedback noted the student teacher imparted a lot of information but could have made the lesson more interactive. The students asked good questions and seemed engaged in learning about hurricanes.

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    Kutztown University Elementary Education Department

    Clinical Experience In-Progress Formative Observation Instrument


    ____X___ Lesson Observation ________ General Assessment
    Student teacher: Thomas Pezzano Cooperating Teacher & School: Mr. Joe Potteiger Lauer’s Park
    Subject Science Time 11:15 Date 2-9-21 KU Supervisor Dr. Amy Kennedy
    Not Met Acceptable Proficient N/A Evidence
    Planning and Preparation – used for evidence before the lesson
    1a. Displays knowledge of content in plan X

    2a. Displays knowledge of pedagogy in plan X

    b. Displays knowledge of students through X


    accommodations/differentiations in plan
    c. Sets instructional outcomes evident in plan X

    d. Use of resources, materials, technology, etc available and X


    evident in plan
    e. Designs coherent developmentally appropriate X
    instruction
    f. Designs measurable student assessment that aligns to X
    standards, objectives, and instruction
    The Classroom Environment – used for evidence during the lesson
    a. Establishes and maintains respect and rapport for X
    students
    b. Creates an equitable culture for learning along with high X
    expectations
    c. Uses and maintains classroom procedures, including X
    appropriate transitions
    d. Sets behavioral expectations, monitors behavior, and X
    uses positive classroom management techniques
    e. Organizes a safe and equitable physical learning space X
    Instruction – used for evidence during the lesson
    a. Communicates effectively with students X
    b. Uses a variety of critical thinking questions and promotes X
    questions and discussion
    c. Engages students in challenging learning tasks X
    supported by scaffolding; pacing is appropriate
    d. Integrates/records formative assessments throughout
    lesson and gives student feedback X
    e. Demonstrates flexibility and responsiveness by X
    teaching to student needs
    Professional Responsibilities– used for evidence before or during the lesson
    a. Reflects accurately on teaching X
    b. Communicates effectively with families X
    c. Participates in building a supportive professional X
    community
    d. Displays high standards of professionalism –PA code X
    (dress & demeanor, communication, relationships etc. are
    professional), including punctuality & daily attendance
    Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________
    Give evidence for the scores.
    Mr. Pezzano was teaching a science lesson to a small group on hurricanes as part of his unit on weather.

    Definitions- important to go over the definitions of the words, but would it have been more helpful to go over them
    as you ran into them in context? Even if you still did all the words as once, is there a way you could have made it
    more interactive?

    Lots and lots of information in this lesson. Did you type out the guided notes for them or were the kids to take
    notes on their own?

    You did a lot of imparting knowledge onto the students. Is there a way you could have made it more interactive?

    Good job bringing up a term they learned before, erosion, and connecting to the current lesson.

    This group had some good questions and seemed very interested in hurricanes.

    Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________


    Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________

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