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									Clinical II Handbook




EDU 435 Clinical II

   Spring 2010
                                                                          CLINICAL II NOTEBOOK




OVERALL REQUIREMENT …………………………………………………….                                                                 4

TIMELINE …………………………………………………………………………                                                                     5

GETTING STARTED ….....................................................................................    7

 Suggestions……………………………………………………………………………                                                                 7
   Notebook: Basic Information    …………………………………………………………..                                                7

 THE SIX STRANDS ………………………………………………………………..                                                               9

 Contextual factors …………………………………………………………………                                                             9
 Learning goals ……………………………………………………………………                                                                9
 Assessment ………………………………………………………………………                                                                   9
 Design for Instruction ……………………………………………………………                                                           9
 Instructional Decision-Making ……………………………………………………                                                       9
 Reflection, Self-Evaluation, Lifelong Learning …………………………………                                            10
 Why is this worth doing? ………………………………………………………….                                                        10


                                     INSTRUCTIONS FOR EACH OF THE SIX STRANDS


Contextual factors …………………………………………………………………… 11
Learning goals ……………………………………………………………………….                                                              11
 Assessment …………………………………………………………………………                                                                 11
Design for Instruction ………………………………………………………………                                                          12
Instructional Decision-Making ……………………………………………………                                                       12
Reflection and Self-Evaluations ……………………………………………………                                                     13
Clinical Experience II Work Sample ………………………………………………… 14
APPENDIX ……………………………………………………………………………… 15
Contextual Factors …………………………………………………………………               16
Daily Lesson Plan Template (WSC) …………………………………………….        22
Checklist for Clinical II Notebook …………………………………………………… 23
Clinical Experience Work Sample – example ……………………………………   24
Video Reflection form sample ……………………………………………………..        27




                                                            3
Overall Requirements

       For EDU 435 Clinical II you will develop and teach a comprehensive unit and
         document your decisions related to the students‘ learning.
       Before you teach you will plan by describing contextual factors, identify
         learning goals based on state or district standards, select and/or create
         assessment (diagnostic, formative, summative and generative) and plan for
         facilitating student learning.
       Then you will teach the unit, analyze student learning, and reflect and
         evaluate your teaching as it relates to student learning.
       Documentation of the experience will be organized into a notebook.
         Assessment data from the teaching experience, the cooperating teacher‘s
         evaluations, and your reflection and self-evaluation will be retained by the
         School of Education and Counseling.
       Lesson plans, assessment data, and evaluations will be uploaded to the WSC
         web-based assessment site.




                                                                                        4
                                            Timeline
                            EDU 435 Clinical II – Spring 2010
Important Note: WSC faculty, which includes the cooperating clinical classroom teachers, may adjust the
amount of time required in the classroom in order for WSC elementary education students to achieve the
outcomes of EDU 435: Clinical II.

Prior to March 5:
      A minimum of two (2) full days or more must be spent within your clinical classroom. This can be
       completed in half (1/2) day increments.
      Observe the equivalent of a full school day (beginning/middle/end). This can be completed
       utilizing full or half (1/2) days.
      Obtain a copy of the classroom daily schedule, the school district calendar and school building
       information.
      Contextual factors for the notebook to be completed.
      Pre-assessment for learning goals to be completed. Specifics will be discussed in class.
      Spend time reading one/one or in small groups with a minimum of six (6) students in your clinical
       classroom. This will include two (2) students who are reading below grade level, two (2) at grade
       level, and two (2) above grade level.
      Complete a detailed WSC lesson plan form for a lesson taught by your cooperating teacher.
      Write two reflections (approximately 1-2 pages each) based on these visits.

March 15 – April 9:
      A minimum of two (2) full days or more must be spent within your clinical classroom. This can be
       completed in half (1/2) day increments. Requirements to accomplish :
      Teach a minimum of two (2) lessons, one (1) using your cooperating teacher‘s lesson plan and
       one (1) using your own lesson plan that has been approved by your cooperating clinical
       classroom teacher. Use the WSC lesson plan form for these lessons.
      Plan and develop lesson plan outline and clinical week lessons plans utilizing the appropriate
       lesson plan form from the WSC student teaching handbook.
      Share lesson plan outline and lesson plans with cooperating clinical teach. Make adjustments, as
       suggested.
      Complete content area pre-assessments with children.
      Write two reflections (approximately 1-2 pages each) based on these visits. *Hand in lesson
       plans and reflections before Clinical Week
      This is the time to be completing Learning Goals, Assessment Plan, and Design for Instruction in
       the Notebook.

April 12 - 16: Clinical II Week
      Teach 5 consecutive days, except for ‗specials‘ like music, P.E., etc. Be prepared to revise
       lesson plans on a daily basis. The exact days will be determined by your cooperating teacher,
       based on the needs and schedule of the classroom.
      Each Clinical II student needs to be the ‗head‘ teacher for a minimum of the equivalent of two (2)
       days, which should be spread out over the week. If there are two Clinical II students assigned to
       one classroom, that adds up to four (4) days, leaving up to one (1) day of instruction for various
       methods of team teaching or shared teaching.
      Complete two videotapes with reflections as assigned. Meet with the cooperating classroom
       teacher for evaluation of your teaching daily. Be sure to have the cooperating teacher complete a
       minimum of one single lesson evaluation and final evaluations and share them with you.
      Complete content area post-assessments with children.
      This is the time to be completing Instructional Decision Making, and Reflection and Self-
       Evaluation in the notebook.


                                                                                                       5
Following Clinical Week: Analysis of Learning
      Analyze the pre- and post-assessment data. Determine if satisfactory learning occurred while
       you were teaching.
      Complete the Clinical II Work Sample and submit it online to the assessment portfolio program.
      ‗Fine tune‘ and complete the notebook.
      The notebook is due Thursday, April 22. Peer evaluations will be done in class. Notebooks will
       be turned in following class.
      Notebooks will be returned the day of the final. Any notebooks not picked up will result in a
       deduction of 10 points from your total points earned.




                                                                                                    6
Getting Started

Suggestions:
      Plan for attendance at a professional development activity such as a conference.
      Get a three-ring notebook and dividers. Create a section for each of the six strands
      Establish a schedule to complete each section. One role of a teacher is accepting
       responsibility.
      Even though you are writing each section independently, it is important that each one
       relates to the others.
      Keep in mind your product is a reflection of your work ethic, professional skills, attitudes,
       and knowledge you have obtained during your pre-service career.
      Continue to read all information in this manual.
      Pay particular attention to two sections: Analysis of student learning and Reflection/Self-
       Evaluation/Lifelong Learning.
      Meet with your cooperating teacher and teaching partner immediately to plan the
       topic/goals and the dates of your unit.
      Develop with your cooperating teacher a workable schedule for administering your pre-
       and post-assessments.
      Write journal entries for the four days of visits prior to the clinical week. This will be
       useful in recording valuable successes, failures, frustrations, surprises, insights, and
       changes that you will use later.
      Keep samples of student work such as the entire class set of pre- and post-assessments
       and the work generated by the two students you have selected.
      You will present and discuss this work in the analysis of student learning section.
       (Remember to remove students’ names from all work you include.)
      Once you complete writing a section, plan to revisit it and update it periodically as you
       learn more.


Notebook: Basic Information
Ownership
Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level taught,
(d) subject taught, (d) your college supervisor, cooperating teacher and teaching partner (e)
course number and title.

Table of Contents
Provide a table of contents that lists the sections and attachments in your document.

Charts, graphs and attachments
Charts, graphs, and assessment instruments are required as part of the document. You may
also want to provide other attachments, such as samples of student work (not every child‘s
work!). However, you should be very selective and make sure your attachments provide clear,
concise evidence of your performance related to Standards and your students‘ learning.

References and Credits
If you refer to another person‘s ideas or material in your narrative, you should cite these and list
these in a separate section at the end of your narrative under References and Credits. The


                                                                                                   7
American Psychological Association (APA) style is a recommended format (explained in the
manual entitled ―Publication Manual of the American Psychological Association‖).
[Available online at: http://www.apa.org, You may use the Citation Machine at
http://www.landmark-project.com but recognize that you will have to ‗fine-tune‘ the spacing and
indents.]

Anonymity
In order to insure the anonymity of students in your class, do not include any student names or
identification in any part of your document. You may use fictitious names; however, you must
note this somewhere in the document.




                                                                                                  8
   The Six Strands


Contextual factors
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan assessment and instruction.
        Knowledge of community, school, and classroom factors
        Knowledge of characteristics of students
        Knowledge of students‘ varied approaches to learning
        Knowledge of students‘ skills and prior learning

Learning goals
The teacher sets significant, challenging, varied, clear, and appropriate learning goals
       Developmentally appropriate for students,
       Motivational for students, and
       Aligned with national, state, or local standards

Assessment
The teacher uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during and after instruction.
       Alignment with learning goals and instruction
       Clarity of criteria for performance
       Multiple modes and approaches
       Technical soundness
       Adaptations based on the individual needs of students
       Data for individual children, analyzed, displayed in a chart

Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
       Alignment with learning goals
       Accurate representation of content
       Lesson and unit structure
       Use of a variety of instruction, activities, assignments, and resources
       Use of contextual information and data to select appropriate and relevant activities,
       assignments and resources.
       Use of technology

Instructional Decision-Making
The teacher uses on-going analysis of student learning to make instructional decisions.
       Sound professional practice
       The teacher uses assessment data to profile student learning and communicate
       information about student progress and achievement.
       Adjustments based on analysis of student learning
       Congruence between modifications and learning goals



                                                                                                  9
       Analysis of student learning
       Clarity and accuracy of presentation
       Alignment with learning goals
       Interpretation of data
       Evidence of impact on student learning


Reflection, Self-Evaluation, Lifelong Learning
The teacher reflects on his or her instruction and student learning in order to improve teaching
practice.
        Interpretation of student learning
        Insights on effective instruction and assessment
        Alignment among goals, instruction and assessment
        Implications for future teaching
        Implications for professional development
        Participation in professional development activity such as a conference


Why is this worth doing?
This notebook will provide substantial evidence you are ready to begin your professional career
as an educator. Its development will provide an authentic experience to help you develop a
teacher‘s way of thinking. Your future career may not require a formal written document of this
nature again. However, most importantly, it will help you to create a professional habit of mind
where, as an educator, you will naturally think about the eight categories of Wayne State
College Knowledge Base as a matter of best practice and particularly to apply assessment
practices that reflect your ability to impact student learning. Many teacher candidates will find
this a valuable artifact during their search for employment.




                                                                                               10
Instructions for each section (Six Strands)

Contextual factors (several pages, including reflective summary – see appendix 16-21 )
   Task: Complete the contextual factors assignment, including the reflective summary. It is
   available both in the appendix of this handbook and also on Mrs. Moeller‘s web page. You
   may find that you need to add to this section after the teaching is completed. If so, simply
   add a page. This document will be submitted on Sakai.

          Contextual factors chart and reflective summary. Due date announced in class.



Learning goals (One page document)
   Task: Write the learning goals for your unit. This should be a list of goals, by subject, and
   matched to the state and/or district standards. One to three goals per subject is sufficient.
   A table is a good way to present this information.

   As you begin to write your learning goals remember they are the foundation for all of your
   lessons and assessments. Your learning goals must match state and district standards.
   Your cooperating teacher should have district, state and national standards. Make your life
   easy by writing learning goals that can be easily assessed and keep the list short! Most
   importantly, match your learning goals to the needs and abilities of your students.

   Your learning goals should be matched to the state standards. The state standards are
   NOT your learning goals.

          List or chart of learning goals for each subject to be taught, goals matched to state or
           district standards.


Assessment
   Task 1 (1-2 pages): Conduct and informal pre-assessment so you know what content to
   prepare. This can be a class discussion, informal individual interviews with a sample of
   students (not all of them), discussion with the teacher, previous test results, etc. Use this
   information to determine the goals for your lessons.

   After you have done the informal pre-assessment:
   If your pre-assessment shows a different level of knowledge than you expected, you may
   need to eliminate or rewrite that goal.

   Task 2: Develop formal pre- and post-assessments for one content area. You must assess
   children individually, not as a group. Develop formative assessments that cover all of the
   learning goals for that content area. Include copies of each assessment and the scoring
   criteria for each. Write a rationale for the assessment tasks chosen. The rationale should
   be less than a page in length.


                                                                                                   11
   Most importantly, make sure your pre- and post-assessments measure the same content
   and goals, so the scores can be compared. That way you will know if learning took place
   and if your students met the learning goal. Have data on each child.


         Graph or chart of pre-assessment results, post-assessment results, and a
          comparison. Write an analysis of the results, ½ to one page. Include a copy of the
          assessment tasks. You DO NOT need to include the children’s work as the teacher
          may need to keep those papers.
         This will become part of your Clinical II Work Sample.



Design for Instruction
   Task: Plan the instruction for the unit(s) you will be teaching. Include an overall plan and
   individual lesson plans.

   The instructional design section will take the most time and preparation. Make sure you and
   your teaching partner have good communication with your cooperating teacher as he or she
   will be your greatest resource. Remember that your professors and peers are also excellent
   sources for lesson plan ideas. Also, remember lessons plans are not written in stone, and
   you may need to make necessary adjustments when you are actually teaching. Never forget
   the students are the most important factor of the lesson. You are teaching to benefit them,
   so do whatever is necessary to achieve this.

   Overall lesson and class schedule for the week (blocked), daily lesson plans from BOTH
   team members with author clearly indicated on each plan, organized by subject or by day.
   The lesson plans your write as an individual may need to be submitted online in a single file.

   Use the lesson plan format required in the handbook for student teaching (also found in the
   Appendix of this handbook).
   http://academic.wsc.edu/edc/linked_files/student_teach_handbooks/daily_lesson_plan_form
   .doc


Instructional Decision Making
   Task: Keep a journal describing your instructional decisions. Choose one decision for each
   day of your pre-clinical week experiences and two for the clinical week utilizing the
   videotaped lessons.

   Here is where you have the opportunity to describe how you think on your feet. Just be sure
   the incidences you describe are based on your students‘ learning and not on things such as
   technology not working or a fire drill shortening your course period.

   Requirements: Journal entries for each clinical experience, no less than four (4) for pre-
   clinical experiences. Handwritten entries are acceptable, about a page for a full day.
   During clinical week, videotape two lessons and use the form in the Student Teaching
   Handbook (online:




                                                                                                  12
   http://academic.wsc.edu/edc/handbooks_applications/student_teaching/index.htm) for self
   evaluation. Be sure to include a copy of the lesson plan for each.


Reflection and Self-Evaluation
   Task 1: Write a reflection on the whole experience, including the completion of this
   document. This document should be two to three pages in length.

   Task 2: Write a professional development plan for your student teaching experience. In
   this document you should identify your strengths and the areas where you need
   improvement. Plan for how you will capitalize on your strengths and further develop the
   areas of improvement. This document should be two to three pages in length and could
   include lists, tables, and people, organizations, books, etc that will be resources for you.

   The reflection upon an experience can be more valuable than the experience itself! When
   you think about why some students met the learning goals and others did not, be happy with
   their successes and consider what you can do better next time. Ask your cooperating
   teacher for suggestions for professional development. What professional organizations
   would be helpful to belong?

         Two to three page final reflection, two to three page professional development plan.
          Make TWO copies of each, put one in your notebook and submit one to Mrs.
          Moeller. Include copies of your midweek and final evaluation from your
          cooperating teacher.

   Tips
   1. Identify ways in which the completion of the field experience and this document
      impacted your skills and knowledge as a teacher.
   2. Provide reasons for the success (or lack) of students attaining the goals. Go beyond
      description of observations and include your inferences based upon practice. Ask
      questions such as:
      • Was the content developmentally appropriate?
      • Was the content motivational?
      • Was students‘ prior knowledge helpful or problematic?
      • Was the pace of instruction appropriate?
      • Were your unit‘s goals appropriate to your students‘ needs?
   3. Create a professional plan that will foster your strengths and help you develop in areas
      where you need to improve.
   4. Be specific when describing your professional growth goals so that your professional
      development plan is relevant and linked to its impact on student learning. Professionals
      are responsible for their own growth, development, and improvement
   5. Deliberately and seriously analyze what you can do to improve your own professional
      practice.




                                                                                                  13
Clinical Experience II Work Sample (see Appendix 24-26)

This is a work sample that will be used to assess readiness for student teaching and program
evaluation.
Using information from your goals, pre-assessments, lesson plans, and summative
assessments, create a report for one subject that you and your partner taught at least four of the
five days. Spelling is not acceptable for this task.
         Use the example in the Appendix and cut and paste the appropriate documents.
         You will be including lesson plans, descriptions and samples of the assessments,
            Excel charts, written reflections, etc.
         Upload the Work Sample to the online Web-based Assessment program.
         Since all of this information is already included in your notebook, you do not need to
            print out a copy of this report.


Please delete the instructions and the samples from the example as you insert your own
information. This is a professional document so be sure it looks professional!




                                                                                               14
Appendix
                                   Contextual Factors
Name:
School District:
School:
Grade:

   List the community‘s major employers / dominant businesses and industries.




      Classify the Setting—Is it predominately:
      rural
      urban
      suburban?


       Racial/ethnic composition of the community: List approximate percentages for the following
          groups:
   Caucasian -
   Native American -
   Hispanic/Latino -
   African American/Black -
   Asian -
   Other -


   List the languages spoken in the community:



   List resources/programs in the community that might help/support the school:




                                                                                               16
School Data
Review the NDE Report Card Website for your school.
List key insights for the following components of the NDE Report Card:
       District Information:



      Accountability:



      Reading Performance:



      Writing Performance:



      National Student Performance:



      Student Characteristics (must include ethnic diversity, mobility rate, and socioeconomic
         data):



      Teachers:



      Schools:




   List key features of the school facility (age of building, general features etc.):




   List the technology hardware and software that is available in the school:




                                                                                                 17
List the ―Special Programs‖ in the school that are designed to insure that the needs of ALL
    students are met (I.E. Migrant programs, ESL programs, food-related programs, Title I etc.):




List programs/processes that facilitate parental involvement in the school:




List the extra-curricular activities that are available to the students:




                                                                                             18
Classroom Data

     19. List key DEVELOPMENTAL characteristics of the Typical Learner in your assigned
classroom:
 physical:
 emotional:
 social:
 language:
cognitive:


    Anonymously list the qualifying exceptionalities for all of the Atypical Learners in the
      classroom:




.


    List the Diversity present within the classroom (ethnicity and SES are required):




    List the Technology present within the classroom (Hardware and Software):




    List key features of the Classroom Management and Organization Plan:




   List key components of the instructional plan for the classroom (Most frequently used
       strategies
special teaching materials, programs etc.):




                                                                                               19
                                          Information Resources


         The following resources can be used to complete this assessment.
                    Please note that this is not an exhaustive list.
Area newspapers/publication
Interviews with teachers, administrators, counselors
Drive around the neighborhood/town
Visit local Chamber of Commerce
School/District website (go to the ESU website and find the link for ‗schools.‘ http://www.esu1.org or
http://www.esu8.org )

NDE Report Card
http://reportcard.nde.state.ne.us/

Statistics and Facts about Nebraska Schools
http://ess.nde.state.ne.us/DataCenter/OtherPublications/default.htm

Nebraska Economic Development Information Online
http://sites.nppd.com/index.htm

GreatSchools.net - objective source of school information
http://www.greatschools.net/

Per Pupil Costs for Nebraska School Districts
http://ess.nde.state.ne.us/SchoolFinance/perpupil.htm

Nebraska Free and Reduced Lunch Data Base
http://ndeprog.nde.state.ne.us:591/FreeAndReduced/

Income and Poverty Statistics for Nebraska Counties and Towns
http://www.nlc.state.ne.us/nsf/Faq/incomestatisticsnebraska.html

U.S. Census Bureau
http://www.census.gov/

UNO‖s Center for Public Affairs Research
http://www.unomaha.edu/~cpar/index.html

Nebraska HHS County Profiles
http://www.hhs.state.ne.us/profile1102/profindex.htm

Annie E. Casey Foundation ―Kids Count‖
http://www.aecf.org/kidscount/databook/

The Children‘s Defense Fund
http://www.childrensdefense.org/

National Center for Children in Poverty
http://www.nccp.org/index.html




                                                                                                         20
 Reflective Summary

(Maximum Length is two (2) word-processed pages, double-spaced, with size 12 font)
Please complete this on separate pages.

A significant amount of data has been gathered that relates to the context of the community,
school, and the classroom. Take this opportunity to reflect on that data.
      1. Identify 3-4 KEY FACTORS that YOU believe are potentially the ―most significant‖ in
          terms of STUDENT LEARNING.
      2. Explain how and/or why the factors you‘ve selected are most likely to impact student
          learning:
Reflect about the impact this assignment has on your own (future) teaching.




                                                                                                21
                                                 DAILY LESSON PLAN TEMPLATE
SUBJECT/COURSE:                                                             DATE:

CONCEPT/OBJECTIVE: (What will students know at the end of the lesson?)



STANDARD(S) MET: (List school and/or state standards addressed by this lesson.)



MATERIALS NEEDED FOR LESSON:
(by you):

(by the students):

INTRODUCING THE LESSON (Bell Ringer):

INSTRUCTIONAL PROCEDURE: (How will you conduct the lesson? Content, sequence of activities, etc.)




MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:



ASSESSMENT: (How will you assess students‘ learning of the concepts/objectives?)




CLOSURE: (How will you close the lesson? i.e. review key points, summarize, homework assignment)



BACK-UP: (Your emergency plan - what will you do if you cover everything above and there is still time?)




COOPERATING TEACHER’S SUGGESTIONS/COMMENTS:




                Reflection (after lesson is taught) should be attached or written on the back.
                                                                                                           22
Checklist for Clinical II Notebook for: _______________________

                          Title page, table of contents, easy to find
Organization              information (tabs)                                 /5
Learning Goals            1-3 for subject, aligned to standards
                          Standards written in full, grade-level
                          appropriate                                        /5
Assessment                Informal assessment described, sample
                          task, individual scores, graphs of pre/post
                          results, ½ - 1 page analysis                      /10
Design for Instruction    Overall plan for week, individual lesson
                          plans, Clearly identified: who planned and
                          who taught                                        /10
Instructional Decision    Two video tape evaluations with copy of
making                    lesson plan attached
                          *video available on request                       /10
Reflection and final      2-3 page overall reflection, 2-3 page
evaluation                professional plan (include possible
                          resources), any lesson evaluations
                                                                            /10
Total points for
Notebook                                                                    /50


Professional Conference   Documentation of Attendance                       /10




Evaluator: ________________________________ _____________________________________




                                                                                  23
Clinical Experience II Work Sample
WSC student(s):
Science: Bears
Second Grade, April 16-20, 2007



Setting and Context

(In about one page describe the setting and context of the school and classroom. You can use
information from the Contextual Factors assignment and from your own observations.)

Overview and Goals:

(This is where you describe the unit in a few sentences. How did you know what to teach? What
activities are planned? How many days and how much time? Include the goals and standards
being addressed. You can insert that section from your goals table.)

         Subject                      Standards                      Goals
Science: Bears               (Write these out completely, The students will increase
                             including the number.)       their knowledge of animals,
                                                          the concepts of
                                                          prey/predator, habitat, and
                                                          endangered species.


(This is where you insert your lesson plans for this unit. Copy and paste them, using appropriate
headings or page breaks to make it easy for the reader to see where one lesson ends and the next
one begins.)

Lesson Plans:

SUBJECT/COURSE:                                                           DATE:

CONCEPT/OBJECTIVE: (What do you hope the students will know/understand at the end of the
lesson?)

STANDARD(S) MET: (List school and/or state standards addressed by this lesson.)

MATERIALS NEEDED FOR LESSON:
(by you):

(by the students):

INTRODUCING THE LESSON (Bell Ringer):



                                                                                                24
INSTRUCTIONAL PROCEDURE: (How will you conduct the lesson? Content, sequence of
activities, etc.)

MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:

ASSESSMENT: (How will you assess students‘ learning of the concepts/objectives?)

CLOSURE: (How will you close the lesson? i.e. review key points, summarize, homework
assignment)

BACK-UP: (Your emergency plan - what will you do if you cover everything above and there is still
time?)

(Include all plans for this unit for this week.)

Assessment and Analysis:

(This is where you describe your assessment task. Insert a copy of the assessment task. If the
pre- and post-tests are different, include both. If you interviewed children, you need to include the
list of questions.)

(Insert your graph of results. Be sure to add the data table when formatting the graph. Do NOT
use the real names of the children.)

                                          Bears Assessment Data

       12




       10




        8




        6




        4




        2




        0
             Abbie     Ben        Carly         David       Ethel   Frankie       Average
   Series1    3         4          5              8          2        7             6
   Series2    5         8          6             10          8        10            8




                                                                                                   25
(Now you need to analyze the data. Did most of the children improve? Why did some children not
improve (ill, upset about recess, absences…. special circumstances)? Were some children absent
on one of the assessment days? Which items were missed more than others? How does that
inform you about what you need to teach or need to review?)

Recommendations:
(Based on the assessment data and the implementation, how would you change this unit if you
were to teach it again?)

(UPLOAD THIS DOCUMENT TO THE EDU 435 CLASS ON THE WEB-BASED ASSESSMENT. )




                                                                                              26
                                 Videotape Reflection Form
Name: ______________________________________ Date of Videotaping:________________

Lesson Presented to Grade Level/Class: ___________________________Lesson Length: _____


        Attach a copy of the lesson plan used for the videotape to this reflection form.

Related to the lesson itself:

       Successful elements of this lesson:




       Elements of the lesson that need to be improved:




Related to how I did:

       Teacher behaviors to maintain/increase:




       Teacher behaviors to reduce or stop:




Evaluation/Comments from Cooperating Teacher:




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