2A.3:          Meeting Diverse Needs

12.7.15 – Genetics: Learning about Gregor Mendel and practice identifying Dominant and Recessive traits.

Explanation: This is another excerpt from my self-reflection on the genetics round I held. Looking back I think I have improved on the engagement aspect of the class. Usually only a couple of people will be off task but they are also students who don’t do well in other subjects too. In general, I learned to include a variety of best practices that appeal to my students and students in general.

Evidence: Only about 3-4 students still had blank pages at the end of both periods, it did take awhile to get people to start working. I gave myself a proficient here.

4.14.16 – Blueprint and Bridge Design and Construction:

Explanation: The evidence below is from a second unannounced observation that my mentor completed. It was also during the bridge design project that the 8th graders were working on.

Evidence:  James Kobialka: Groups were created based on student needs and temperament. Most groups are working well together. Mr. Chen helps all groups, but gives more time to students who need additional help.

2B.1:          Safe Learning Environment 

12.7.15 – Genetics: Learning about Gregor Mendel and practice identifying Dominant and Recessive traits.

Explanation: This example is from my first round which my mentor used as an unannounced observation. Below is an excerpt from my self-reflection on how the class went.

Evidence: I gave my self a Needs Improvement. The same hands go up when I ask a question. I don’t think students are confident with the discussion setting. I did get a few students to jump in by asking for a minimum of hands.

4.14.16 – Blueprint and Bridge Design and Construction:

Explanation: A more recent observation yielded the evidence below on my efforts to promote an orderly and safe learning environment. Students are in the middle of the building process in a bridge building unit. Leading up to the building, students have to show that they have a plan for the materials given to them. Also, I take time during the class to explain and model how to attach parts, demonstrate setup of workstation and cleanup.

Evidence:
Safety issues are address at the beginning of the the class, and materials and appropriate. In-group dynamics are supportive and focused. Between-group dynamics are less positive and students have some difficulty keeping focused.

2D.2:          High Expectations

12.7.15 – Genetics: Learning about Gregor Mendel and practice identifying Dominant and Recessive traits.

Explanation: This is from the same genetics round self reflection. I feel that I made a good effort to make sure that students were attempting the work and were staying on task. My mentor felt that I was doing a good job of holding my students accountable for doing good work.

Evidence: I think that in walking around, modeling and helping students I was able to show that they could do the assignment. Proficient.

Next Up: Professional Culture