High school student leader English Language Arts (ELA) observations reportObservations
• Incorporates major content components and aids pupils in applying higher order thinking skills within learning.
• Displays the capability of relating current content to prior experiences, future learning, practical application and other disciplines.
• Displays correct knowledge regarding the topic taught.
• Displays abilities that are pertinent to the lesson.
• Centers teaching on objectives which echo superior expectations and a grasp of the discipline.
• Undertakes realistic time-planning in the areas of pacing, transition and subject mastery.
• Undertakes efficient differentiated instruction planning.
• Ensures pupils' involvement and dynamic learning.
• Builds on pupils' current skills and knowledge.
• Makes use of instructional technology for improving pupils' learning.
• Communicates explicitly and confirms student understanding.
• Applies various valid evaluation tools and approaches relevant to the pupil population and content.
• Employs evaluation tools for summative as well as formative purposes, for informing, adjusting and guiding pupil learning.
• Provides ongoing constructive feedback to pupils with regard to their academic progress.
• Organizes the classroom layout with an aim to maximize pupil learning and fosters a safe classroom climate.
• Lays down well-defined expectations linked to schoolroom norms and practices by encompassing student contribution at the start of the academic year, and applies them regularly and unbiasedly.
• Minimizes disturbances in the lesson and maximizes teaching time.
• Respects pupils coming from diverse linguistic, racial, and cultural backgrounds and treats special needs pupils, boys and girls equally.
• Is a good listener and pays heed to pupils' reactions and requirements.
• Maximizes teaching time by engaging in individual and group-based teaching.
• Integrates learning gleaned from professional development avenues into teaching.
• Establishes goals to improve skills and knowledge.
• Displays consistent mastery over standard written and oral English in every form of communication.
• Displays superior skills in classroom management.
• Familiar with novel common key standards.
• Realizes the demands of the educator's profession.
• The educator was well-prepared, with superior communication skills and...
Grade Level: Language Proficiency Level(s): Building Vocabulary: English Language Arts -- ORIGINAL LESSON PLAN Cinderella Video: Mystery Words (Context Clues) and Flashcard Exercise ELLs of similar language proficiency Lesson Plan Using SIOP Elements Materials needed: Key Vocabulary White board Laptop with video projection Supplies (pencils, paper, props) Handouts (Vocabulary worksheet, 1 for each student) Picture book Context clues presentation Magnifying glasses for students Flashcards with visuals of pictures and vocab words for students to use to reinforce terms "rags" "scour" "mattress" "slipper," "fairy," "ball," "coach" Anticipatory Set:
Artifact: "Fieldwork Observation Report" INTASC Standard: COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. In this artifact, the writer considered and analyzed what he observed during about 20 hours in a high school classroom. He noted both strengths and weaknesses in the teaching he saw. He noted that many students were actively engaged in the
Theoretically, CLIL draws on research that situates the integration of language and content as the relationship between form and meaning. An understanding of the theory and practice related to the content-based classroom is essential to the present study. In this section of the chapter, I outline the underlying theory and rationale commonly cited as a basis for CLIL, review empirical research that has evaluated CLIL in the classroom, and
Elementary School ESL Teacher Befitting the United States of America's unique status as a cultural melting pot, the nation's educational system has learned to adapt its traditional method of English language instruction to suit students who primarily speak another language at home. The concept of English as Second Language (ESL) learners has emerged during the last few decades to recognize the need for teachers to customize their lesson plans, becoming
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first language (L1) in the second language EFL classroom (L2). The study provides a brief historical background of the use of native or target language for a classroom teaching. The literatures are also reviewed to enhance to a greater understanding on the Contrastive Analysis Hypothesis. Theoretical arguments are provided to support or against the use of monolingual or bilingual approach in a teaching environment. While some scholars believe that
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