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Instructions:Part IWrite a paragraph (minimum 8 sentences) on each classroom observation below. Each paragraph should talk about an area of observation mentioned below. So paragraph#1 –
area number 1; paragraph#2 – area number 2……(continue)….. paragraph#6 – area number 6. Now it repeats – paragraph#7 – area #1; paragraph #8 – area#2 and the circle
repeats until you are done with the 24 paragraphs. You are talking about a 7th grade classroom learning pre-algebra. Start with multiplication of pos and neg integers
(12 paragraphs). Then continue with division of pos and neg integers (12 paragraphs). Classroom is bilingual. Be creative and try not to repeat the same thing when you
come to the same area of observation from a previous paragraph. Thank you.Areas of observation
- General Effective Teaching Practices• Demonstrates dispositions in the classroom (e.g., collaboration, equity, fairness, believing all students can learn, etc.) • Collaborates with parents and families • Handles ethical issues appropriately • Collaborates with other teachers
- Classroom Management• Engages and motivates students (e.g., stimulating curriculum) • Manages time effectively (e.g., transition) in the classroom • Fulfills additional teacher responsibilities (e.g., lunchroom, playground, bus duty) • Works with problematic behavior
- Academic Language, Metacognition, and Communication• Promotes academic language (e.g., vocabulary, use of academic language to express ideas precisely) • Promotes metacognition (e.g., thinking skills, study skills, predictions, self-correction, etc.)• Communicates effectively (e.g., orchestrates content-related discourse, promotes student voice)
- Instructional Planning and Presentation• Differentiates instruction • Builds on prior knowledge and skills of students • Implements literacy and reading instruction • Uses multiple teaching strategies (e.g., collaborative grouping, problem-based learning, use of manipulatives and other visual aids) • Integrates different subject areas to teach across the content areas • Uses technology to enhance learning and instruction (e.g., graphing calculators, computers)
- Educational Assessment• Uses multiple assessment tools (formal/informal, traditional/alternative, summative/formative) • Uses assessment to guide instruction • Provides opportunities for students to self-assess • Uses formative assessment strategies
- Diversity, Inclusion, and Exceptional Learners• Meets the needs of diverse populations in the classroom • Uses inclusion models • Works with English language learners
Part IIWrite two paragraphs (7 sentences minimum) for a1, a2, a3, and a4. Total of 8 paragraphs. Rubric is at the end. You are using two observations from Part I to do this
part.a. During several observation sessions in the same classroom setting, take note of the classroom environment and how the teacher manages the classroom. Reflect on your
observations by doing the following:1. Describe the classroom setting (e.g., grade level, class demographics, seating arrangement, classroom environment) in which you completed your observations.2. Discuss the classroom management strategies being used in the classroom.a. Analyze the effectiveness of the classroom management strategies.3. Evaluate the impact of each of the following in creating an effective classroom environment:• prior planning• teacher’s behavior• students’ behavior• defined classroom procedures4. Discuss your own personal classroom management plan that you would like to implement in your future classroom.
For b below you can pick two different observations from Part I. Two paragraphs (7 sentences minimum) b. During several observation sessions in the same classroom setting, take note of any disconnects you see between the theories you have learned in your courses and
your observations of actual teaching.
Part IIIc. In a separate reflection essay, reflect on your observations for each of the following areas, using your paragraphs from Part I as a guide of specific things you
should have observed: (two paragraphs for each – 5 sentences minimum)a. the effective use of general effective teaching practicesb. the effective use of classroom management strategiesc. the effective use of academic language, metacognition, and communicationd. the effective use of instructional planning and presentation strategiese. the effective use of educational assessment strategiesf. the effective use of differentiated instruction to address diversity, inclusion, and exceptional learners
Rubric
Unsatisfactory/Not Present Does Not Meet Standard Minimally Competent Competent Highly Competenthttps://lrps.wgu.edu/provision/27641407 The candidate provides unsatisfactory articulation of response. The candidate provides weak articulation of response. The
candidate provides limited articulation of response. The candidate provides adequate articulation of response. The candidate provides substantial articulation
of response.Use or Promotion of Academic Language The candidate demonstrates unsatisfactory use or promotion of academic language. Not applicable. The candidate
demonstrates developing use or promotion of academic language. Not applicable. The candidate demonstrates satisfactory use or promotion of academic language.General Teaching Dispositions as Indicated in the Teachers College Code of Ethics The candidate demonstrates inappropriate professional teaching dispositions.
Not applicable. The candidate demonstrates developing professional teaching dispositions. Not applicable. The candidate demonstrates appropriate professional
teaching dispositions.Caring and Considerate The candidate demonstrates an inappropriate disposition for caring and consideration. Not applicable. The candidate demonstrates a developing
disposition for caring and consideration. Not applicable. The candidate demonstrates an appropriate disposition for caring and consideration.Reflective Practitioner The candidate demonstrates an inappropriate disposition as a reflective practitioner. Not applicable. The candidate demonstrates a developing
disposition as a reflective practitioner. Not applicable. The candidate demonstrates an appropriate disposition as a reflective practitioner.Committed to the Belief That All Students Can Learn The candidate demonstrates an inappropriate disposition for commitment to the belief that all students can
learn. Not applicable. The candidate demonstrates a developing disposition for commitment to the belief that all students can learn. Not applicable. The candidate
demonstrates an appropriate disposition for commitment to the belief that all students can learn.A1. Classroom Setting The candidate does not provide a description of the classroom setting in which the observation was completed. Not applicable. The candidate
provides a description, with insufficient detail, of the classroom setting in which the observation was completed. Not applicable. The candidate provides a
description, with sufficient detail, of the classroom setting in which the observation was completed.A2. Classroom Management Strategies The candidate does not provide a logical discussion of the classroom management strategies being used in the classroom. The
candidate provides a logical discussion, with no detail, of the classroom management strategies being used in the classroom. The candidate provides a logical
discussion, with limited detail, of the classroom management strategies being used in the classroom. The candidate provides a logical discussion, with adequate
detail, of the classroom management strategies being used in the classroom. The candidate provides a logical discussion, with substantial detail, of the classroom
management strategies being used in the classroom.A2a. Analysis of Classroom Management Strategies The candidate does not provide a plausible analysis of the effectiveness of the classroom management
strategies. The candidate provides a plausible analysis, with no support, of the effectiveness of the classroom management strategies. The candidate provides
a plausible analysis, with limited support, of the effectiveness of the classroom management strategies. The candidate provides a plausible analysis, with
adequate support, of the effectiveness of the classroom management strategies. The candidate provides a plausible analysis, with substantial support, of the
effectiveness of the classroom management strategies.A3. Impacts on Classroom Environment The candidate does not provide a logical evaluation of the impact of each of the given areas in creating an effective classroom
environment. The candidate provides a logical evaluation, with no support, of the impact of each of the given areas in creating an effective classroom environment.
The candidate provides a logical evaluation, with limited support, of the impact of each of the given areas in creating an effective classroom environment. The
candidate provides a logical evaluation, with adequate support, of the impact of each of the given areas in creating an effective classroom environment. The
candidate provides a logical evaluation, with substantial support, of the impact of each of the given areas in creating an effective classroom environment.A4. Personal Classroom Management Plan The candidate does not provide a logical discussion of a personal classroom management plan to implement in the candidate’s
future classroom. The candidate provides a logical discussion, with no detail, of a personal classroom management plan to implement in the candidate’s future
classroom. The candidate provides a logical discussion, with limited detail, of a personal classroom management plan to implement in the candidate’s future
classroom. The candidate provides a logical discussion, with adequate detail, of a personal classroom management plan to implement in the candidate’s future
classroom. The candidate provides a logical discussion, with substantial detail, of a personal classroom management plan to implement in the candidate’s future
classroom.B1. Teacher Interview Form The candidate does not submit the completed “PCE Teacher Interview Form,” according to the criteria given on the form. Not applicable.
The candidate submits the completed “PCE Teacher Interview Form” with insufficient detail, according to the criteria given on the form. Not applicable. The candidate
submits the completed “PCE Teacher Interview Form” with sufficient detail, according to the criteria given on the form.B2. How Observations and Discussion Might Affect Future Practice The candidate does not provide relevant reflection on how the observations of and discussion
with the classroom teacher might affect future practice. The candidate provides relevant reflection, with no detail, on how the observation of and discussion
with the classroom teacher might affect future practice. The candidate provides relevant reflection, with limited detail, on how the observations of and
discussion with the classroom teacher might affect future practice. The candidate provides relevant reflection, with adequate detail, on how the observations of
and discussion with the classroom teacher might affect future practice. The candidate provides relevant reflection, with substantial detail, on how the observations of
and discussion with the classroom teacher might affect future practice.C1. Teacher/Student Observation Form The candidate does not submit the completed “PCE Teacher/Student Observation Form,” according to the criteria given on the
form. Not applicable. The candidate submits the completed “PCE Teacher/Student Observation Form” with insufficient detail, according to the criteria given on the
form. Not applicable. The candidate submits the completed “PCE Teacher/Student Observation Form” with sufficient detail, according to the criteria given on the form.C2. Area in Which Teacher Excelled The candidate does not provide a logical discussion of 1 specific aspect from the form in which the classroom teacher excelled.
The candidate provides a logical discussion, with no detail, of 1 specific aspect from the form in which the classroom teacher excelled. The candidate provides
a logical discussion, with limited detail, of 1 specific aspect from the form in which the classroom teacher excelled. The candidate provides a logical discussion,
with adequate detail, of 1 specific aspect from the form in which the classroom teacher excelled. The candidate provides a logical discussion, with substantial
detail, of 1 specific aspect from the form in which the classroom teacher excelled.C3. Area in Which Things Might Be Approached Differently The candidate does not provide a logical discussion of 1 specific aspect from the form in which things
might be approached differently. The candidate provides a logical discussion, with no detail, of 1 specific aspect from the form in which things might be
approached differently. The candidate provides a logical discussion, with limited detail, of 1 specific aspect from the form in which things might be approached
differently. The candidate provides a logical discussion, with adequate detail, of 1 specific aspect from the form in which things might be approached differently.
The candidate provides a logical discussion, with substantial detail, of 1 specific aspect from the form in which things might be approached differently.C4. How Observations Might Affect Demonstration Teaching Experience The candidate does not provide relevant reflection on how the observations might affect the
Demonstration Teaching (DT) experience. The candidate provides relevant reflection, with no detail, on how the observations might affect the Demonstration Teaching
(DT) experience. The candidate provides relevant reflection, with limited detail, on how the observations might affect the Demonstration Teaching (DT)
experience. The candidate provides relevant reflection, with adequate detail, on how the observations might affect the Demonstration Teaching (DT) experience.
The candidate provides relevant reflection, with substantial detail, on how the observations might affect the Demonstration Teaching (DT) experience.D. Observation Log and Field Notes Form The candidate does not submit the completed “PCE Observation Log,” “PCE Active Engagement Log,” and separate field notes
according to the criteria given on the form. Not applicable. The candidate submits the completed “PCE Observation Log,” “PCE Active Engagement Log,” and separate
field notes with insufficient detail, according to the criteria given on the form. Not applicable. The candidate submits the completed “PCE Observation Log” “PCE
Active Engagement Log,” and separate field notes with sufficient detail, according to the criteria given on the form.D1a. Reflection on the Effective Use of General Effective Teaching Practices The candidate does not provide relevant reflection on the effective use of general
effective teaching practices. The candidate provides relevant reflection, with no detail, on the effective use of general effective teaching practices. The
candidate provides relevant reflection, with limited detail, on the effective use of general effective teaching practices. The candidate provides relevant
reflection, with adequate detail, on the effective use of general effective teaching practices. The candidate provides relevant reflection, with substantial detail, on
the effective use of general effective teaching practices.D1b. Reflection on the Effective Use of Classroom Management Strategies The candidate does not provide relevant reflection on the effective use of classroom management
strategies. The candidate provides relevant reflection, with no detail, on the effective use of classroom management strategies. The candidate provides relevant
reflection, with limited detail, on the effective use of classroom management strategies. The candidate provides relevant reflection, with adequate detail, on
the effective use of classroom management strategies. The candidate provides relevant reflection, with substantial detail, on the effective use of classroom
management strategies.D1c. Reflection on the Effective Use of Academic Language, Metacognition, and Communication The candidate does not provide relevant reflection on the effective use
of academic language, metacognition, and communication. The candidate provides relevant reflection, with no detail, on the effective use of academic language,
metacognition, and communication. The candidate provides relevant reflection, with limited detail, on the effective use of academic language, metacognition, and
communication. The candidate provides relevant reflection, with adequate detail, on the effective use of academic language, metacognition, and communication. The
candidate provides relevant reflection, with substantial detail, on the effective use of academic language, metacognition, and communication.D1d. Reflection on the Effective Use of Instructional Planning and Presentation Strategies The candidate does not provide relevant reflection on the effective use
of instructional planning and presentation strategies. The candidate provides relevant reflection, with no detail, on the effective use of instructional planning and
presentation strategies. The candidate provides relevant reflection, with limited detail, on the effective use of instructional planning and presentation
strategies. The candidate provides relevant reflection, with adequate detail, on the effective use of instructional planning and presentation strategies. The
candidate provides relevant reflection, with substantial detail, on the effective use of instructional planning and presentation strategies.D1e. Reflection on the Effective Use of Educational Assessment Strategies The candidate does not provide relevant reflection on the effective use of educational
assessment strategies. The candidate provides relevant reflection, with no detail, on the effective use of educational assessment strategies. The candidate provides
relevant reflection, with limited detail, on the effective use of educational assessment strategies. The candidate provides relevant reflection, with adequate
detail, on the effective use of educational assessment strategies. The candidate provides relevant reflection, with substantial detail, on the effective use of
educational assessment strategies.D1f. Reflection on the Effective Use of Differentiated Instruction The candidate does not provide relevant reflection on the effective use of differentiated
instruction to address diversity, inclusion, and exceptional learners. The candidate provides relevant reflection, with no detail, on the effective use of
differentiated instruction to address diversity, inclusion, and exceptional learners. The candidate provides relevant reflection, with limited detail, on the
effective use of differentiated instruction to address diversity, inclusion, and exceptional learners. The candidate provides relevant reflection, with adequate
detail, on the effective use of differentiated instruction to address diversity, inclusion, and exceptional learners. The candidate provides relevant reflection,
with substantial detail, on the effective use of differentiated instruction to address diversity, inclusion, and exceptional learners.E. https://lrps.wgu.edu/provision/71484321 When the candidate uses sources, the candidate does not provide in-text citations and references. When the
candidate uses sources, the candidate provides only some in-text citations and references. When the candidate uses sources, the candidate provides appropriate
in-text citations and references with major deviations from APA style. When the candidate uses sources, the candidate provides appropriate in-text citations and
references with minor deviations from APA style. When the candidate uses sources, the candidate provides appropriate in-text citations and references with no
readily detectable deviations from APA style, OR the candidate does not use sources.
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