NYSAA Reflection
The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teachers selected the following CCLS NYSAA extension for Global History Standard, " Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in history and examine the broad sweep of history from a variety of perspectives" but she is unable to structure the lesson where this standard is fully executed.
The teacher is able to provide accurate explanations of the content. For example, at 8:14, student Alejandro asked, " How many times a day do Muslims pray?" She said, "Five times a day." Another student asked at 8:17, " What is the names of Muslim Holiday?", The teacher responded, " Eid-Ul-Fitr." But Lesson and unit plans use limited instructional strategies. Her lesson focus was, " Islam" and the Learning goal stated, " Students will assess the levels of understanding and ability to share/ communicate that understanding with their peers."
Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge. The lesson plan …show more content…
included students moving from their seats and going to different stations to gather fact based information related to the topic- Islam but most of the activities did not require critical thinking.
Learning activities are moderately challenging.Learning resources are suitable, but there is limited variety.
Students only received information from the information wall. Students were not encouraged to do their own research. The teacher grouped students based on their performance levels as evidenced by her reflection during post observation conference. She assessed students' work from the previous day to determine their readiness level for group assignment. Teacher made attempts to meet some students' IEP goals. Example: Students Maylena's IEP states,"Correctly complete a five sentence informational paragraph with a topic sentence, supporting details from the text and a conclusion." It was evident that Maylena was working on writing a paragraph with a topic
sentence.
Teacher-student interactions are friendly and demonstrate general caring and respect. At 8:45 am, when student Catherine entered the classroom, the teacher said, " Catherine please sign in the late book. How are you feeling today? Did you bring your pump today?" When student William responded correctly to the questions, " Who was Mohammed, what did he do?" The teacher said, " Good answer, nice participation."
Standards of conduct appear to have been established and implemented successfully. Overall, student behavior is generally appropriate. At 8:42 am, student Alejandro told student Emmanuel, "Could you please move your head a little, I want to see the board."
The teacher intervened when two students were engaged in off task behavior. At 8:30, she walked over to those students and said, "I would like you to complete writing your paragraph and be focused." There was no evidence of student misbehavior.
The teacher is able to provide accurate explanations of the content. For example, at 8:14, student Alejandro asked, " How many times a day do Muslims pray?" She said, "Five times a day." Another student asked at 8:17, " What is the names of Muslim Holiday?", The teacher responded, " Eid-Ul-Fitr." But Lesson and unit plans use limited instructional strategies. Her lesson focus was, " Islam" and the Learning goal stated, " Students will assess the levels of understanding and ability to share/ communicate that understanding with their peers."
Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge. The lesson plan …show more content…
included students moving from their seats and going to different stations to gather fact based information related to the topic- Islam but most of the activities did not require critical thinking.
Learning activities are moderately challenging.Learning resources are suitable, but there is limited variety.
Students only received information from the information wall. Students were not encouraged to do their own research. The teacher grouped students based on their performance levels as evidenced by her reflection during post observation conference. She assessed students' work from the previous day to determine their readiness level for group assignment. Teacher made attempts to meet some students' IEP goals. Example: Students Maylena's IEP states,"Correctly complete a five sentence informational paragraph with a topic sentence, supporting details from the text and a conclusion." It was evident that Maylena was working on writing a paragraph with a topic
sentence.
Teacher-student interactions are friendly and demonstrate general caring and respect. At 8:45 am, when student Catherine entered the classroom, the teacher said, " Catherine please sign in the late book. How are you feeling today? Did you bring your pump today?" When student William responded correctly to the questions, " Who was Mohammed, what did he do?" The teacher said, " Good answer, nice participation."
Standards of conduct appear to have been established and implemented successfully. Overall, student behavior is generally appropriate. At 8:42 am, student Alejandro told student Emmanuel, "Could you please move your head a little, I want to see the board."
The teacher intervened when two students were engaged in off task behavior. At 8:30, she walked over to those students and said, "I would like you to complete writing your paragraph and be focused." There was no evidence of student misbehavior.