Kristen Heisler is a student teacher observed teaching a 7th grade ELAR class at McMeans Junior High in Katy ISD. The observation took place on March 8, 2016 and focused on Kristen introducing a project based learning activity where students would work in groups to develop solutions for welcoming new students to their school community. Kristen effectively gained students' attention, related the lesson to prior knowledge, clearly stated objectives and engaged students throughout the lesson. Students participated actively and remained on task as Kristen monitored their understanding and provided support.
Kristen Heisler is a student teacher observed teaching a 7th grade ELAR class at McMeans Junior High in Katy ISD. The observation took place on March 8, 2016 and focused on Kristen introducing a project based learning activity where students would work in groups to develop solutions for welcoming new students to their school community. Kristen effectively gained students' attention, related the lesson to prior knowledge, clearly stated objectives and engaged students throughout the lesson. Students participated actively and remained on task as Kristen monitored their understanding and provided support.
Kristen Heisler is a student teacher observed teaching a 7th grade ELAR class at McMeans Junior High in Katy ISD. The observation took place on March 8, 2016 and focused on Kristen introducing a project based learning activity where students would work in groups to develop solutions for welcoming new students to their school community. Kristen effectively gained students' attention, related the lesson to prior knowledge, clearly stated objectives and engaged students throughout the lesson. Students participated actively and remained on task as Kristen monitored their understanding and provided support.
Kristen Heisler is a student teacher observed teaching a 7th grade ELAR class at McMeans Junior High in Katy ISD. The observation took place on March 8, 2016 and focused on Kristen introducing a project based learning activity where students would work in groups to develop solutions for welcoming new students to their school community. Kristen effectively gained students' attention, related the lesson to prior knowledge, clearly stated objectives and engaged students throughout the lesson. Students participated actively and remained on task as Kristen monitored their understanding and provided support.
Student General Information Submitted at 2016-03-08 TLAC ST 17:01 KRISTEN HEISLER (kmh_325@tamu.edu) Cathy Fyfe (cathyfyfe@gmail.com) Susan Rice (susanarice@katyisd.org) Makeita Morgan (makeitammorgan@katyisd.org) McMeans Katy School: JH 7 Subject: ELAR 2016-01-05 TLAC ST 2016-03-08 1:00pm Time out: 1:45pm 2016-03-08 2:00pm Time out: 2:10pm
Status Student: University Supervisor: Principal: Mentor/Cooperating Teacher: District: Grade Level: Internship Start: Observation Date: Time in: Conference Date: Time in:
Overall Ratings Overall Rating: 4 - Exceeds expectations Overall Comments and Recommendations: Kristen is an excellent teacher! She plan and teaches very creative lessons that really spark the students' interests. She is excited about learning and it's contagious! Today's lesson used Project Based Learning to show the students how to work in groups to solve everyday problems. Kristen used the idea of the communities these students were involved in at McMeans Jr HIgh to have the students brainstorm ways for new students to get involved . I wish I could observe Kristen as she guides the students to their group solution over the next eight days! Kristen used an emoji exit ticket to close the lesson. Very well done, Kristen! Teaching, Learning & Culture Formal Observation Section 1 - Introduction / Motivation Question Answer Comments 4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed
1. Secures student attention
2. Focuses student attention by motivational techniques 3. Relates lesson to prior knowledge 4. States lesson objective clearly 5. Establishes purpose and connects learning to life experiences
Teacher greeted the students at the door,
as usual. Teacher gave directions at the 4 door. Students should look at information above the light switch to 4 determine their desk for today. All 4 desks had numbers on them. Teacher read an easy book, "What is a Community?" Teacher had the students gather on the carpet as she read.Teacher asked students to share their different communities aloud. Teacher referred to the introductory lesson on communities 4 yesterday. Teacher created the groups for today from information the students wrote yesterday.Students attended and seemed to enjoy the picture book. Teacher referred to a previous picture book she read to the students (""War of the Walls," for the mural project.) Section 2 - Instructional Procedures Question Answer Comments 4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed 1. Models the learning 4 Teacher had the students read the objective for the day. Teacher restated 2. Solicits student participation 4 and said she would provide more (volunteers/non-volunteers) information later during class. Teacher 3. Uses questioning strategies for 4 showed a video to introduce the PBL higher-level thinking topic.Students will use a "Driving 4. Relates guided practice to the Question" ( A new student comes to our 4 lesson objective school and would like to know how he 5. Monitors student' or she an get involved. How would you participation/understanding 4 welcome a new student into your throughout the lesson community?). The project would offer a solution to the given problem (or 6. Assesses student progress and "Driving Question.) Teacher showed adjusts instruction appropriately slides to reveal the different job responsibilities. Teacher shared more information about the specifics of the project. Teacher modeled the required 4 parts by showing the job titles and required components of the project. Teacher watched students' reactions to determine understanding so far. Students worked with their table groups
to begin and completed the project
proposal sheet. Much conversation ensued and it was all about the project.The entire lesson was at a higher level of thinking as the students had to brainstorm and use their best thinking skills to imagine how they would solve this problem. Teacher showed the rubric for grading this project. When the teacher told the students about how their projects would be used by counselors, registrars, etc, the students seemed to sit up straighter and realize the value of their work. Section 3 - Independent/Group Activity Question Answer Comments 4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed 1. Matches independent/group As a table group, students determined 4 activities to lesson objectives the job responsibilities, project title, materials and other requirements. All 2. Models examples of the 4 parts of this process were related to the independent/group activity lesson objective. Teacher walked from 3. Uses appropriate assessment group to group to assess where the strategies (informal/formal) students were in the process. Teacher 4 offered supportive words, compliments, redirection or additional information as needed. Section 4 - Closure Question Answer Comments 4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed 1. Restates objective and purpose 4 Teacher used an exit ticket and asked students to draw an emoji to show how 2. Engages all students in lesson 4 they feel about the project so far and closure explain why. The objective of today's 3. Sets anticipation for future lesson was understood. Teacher told learning students she would review the sticky 4 notes tonight and return tomorrow. This is an 8 day project. Section 5 - Environment Management Question Answer Comments 4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed
1. Establishes behavioral expectations 2. Has instructional materials/equipment/technology ready for classroom use and uses appropriately 3. Gives clear procedural and instructional directions 4. Uses time efficiently (start time/pacing/transitions) 5. Maintains focus of the lesson 6. Moves with purpose throughout the classroom 7. Keeps students on task/actively engaged 8. Redirects off task/inappropriate behavior in a fair/firm and consistent manner 9. Reinforces/praises students' academic efforts and desired behaviors 10. Establishes a climate of courtesy and positive rapport 11. Uses effective verbal/non-verbal communication
4 4 4 4 4 4
4 4 4
Clear evidence of classroom
management plan. Teacher offered frequent reminders about appropriate behavior for each part of the lesson. Students easily complied to show evidence of everyday practice. All materials and technology were ready for instruction today. Strong rapport with the class was evident. Clear directions and explanations were given on this first day of introducing the PBL(Project Based Learning) project. Clear communication with the students was obvious and the time was used wisely. Courtesy and rapport was observed. The teacher only had to say the word, "class" and students said, "Yes, Ms. Heisler" and waited silently for the next information. Focus remained on the lesson. Teacher moved around the classroom with a purpose.
