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INDIANA UNI ERSITY NORTHWEST School o Education

K344 Education of Students with Social and Emotional Disturbances I

Time: Tuesday 4:00 - 6:45 PM Place: Hawthorne Hall 221 Instructor: Dr. Saleem `A. Rasheed O ice: Hawthorne Hall 353 Phone: 980 - 6519 E-mail: srasheed@iun.edu

I. COURSE DESCRIPTION

Prerequisite: K205. A survey o educational curricula, procedures, and materials or children who are socially and emotionally disturbed. Development o teaching skills is emphasized.

Expanded Description: The primary objective o this course is to introduce students to a variety o educational treatment options or students with emotional and behavioral disorders. Students will explore treatments and evaluate them or e icacy and ethics. Students in this course will develop their skill in: Understanding theoretical perspectives o emotional and behavioral disorders Accommodating and advocating or the needs o students with emotional and behavioral disorders Utilizing technology as a special education resource

II. SCHOOL MODEL This course is part o the IUN School o Education's Teacher Education Program. This

program is based upon a research-based conceptual ramework that incorporates nine themes, all o which are designed to prepare a "Re lective Pro essional."

Reflective Professional (Initial) Conceptual Framework Outcomes Course Objectives

1. Communication Skills 9 2. Higher Order Thinking Skills 3. Instructional Media and Technology 4. Learning and Development 5. School Culture and Diversity 6. Instructional Design and Delivery 7. Classroom Management* 8. Assessment and Evaluation

1, 5, 9 1, 2, 3, 4, 6, 7, 8 1, 2, 3, 4, 6, 7, 8 4, 5

9. Pro essional Development

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*This course provides an opportunity or students to create arti acts addressing the Special Education Management rubric. This rubric is linked to CEC and Indiana DPS Standard 7 and is attached to this syllabus. The content and developmental standards are available on the web at: http://www.cec.sped.org/Content/NavigationMenu/Pro essionalDevelopment/Pro essionalStandar ds/ and http://www.doe.state.in.us/dps/standards/teacherindex.html

This course also re lects the principles o the Interstate New Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards o the Indiana Pro essional Standards Board (IPSB). See Sections VII and VIII.

Course Objectives/Competencies

In class, students in K344 will:

1. Demonstrate methods o emotional and behavioral change and generalization.

2. Demonstrate strategies or crisis prevention and intervention.

3. Demonstrate skills in problem solving and con lict resolution.

4. Utilize unctional behavioral assessments to design positive behavior interventions, support,

and modi ications to the learning environment.

5. Explain how various medications, therapies, and other interventions may a ect the learner's

per ormance.

6. Integrate social skills into the curriculum by planning and delivering e ective teaching

strategies.

7. Collaborate with colleagues in planning and instruction

8. Demonstrate leadership in class activities and instruction

9. Verbalize a philosophy o teaching students with emotional disabilities

10. Identi y realistic expectations or personal and social behavior in various settings.

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Initial Program Dispositions

The SOE is committed to the values o academic integrity in teacher preparation. You are expected to consign yoursel to each o the ollowing dispositions throughout this semester in your IUN classroom participation and in your school-based ield activities:

1. Attendance, punctuality & pro essionalism (i.e., actions, appearance) 2. Connect subject to students1 world 3. Align teaching with state & pro essional standards 4. Prepare and promote active learning 5. Communicate ideas clearly in speech and writing 6. Use o multiple approaches & technology to teach 7. Student-centered management o class time & student behavior 8. Respects students rom diverse backgrounds 9. Promote cooperation in class, school, and community 10. Track student progress & adjust teaching to meet needs 11. Willing to receive constructive criticism & suggestions 12. Committed to becoming an e ective teacher

III. MATERIALS

Required Text:

Johns, B. H., Crowley, E. P., & Guetzloe, E. (2002). Effecti e curriculum for students with

emotional and beha ioral disorders. Denver, CO: Love Publishing.

I . ASSIGNMENTS AND COURSE ACTI ITIES

1. 2 Quizzes (100 points each) 200 points 2. Philosophy statement* 100 points 3. Social Skills Lesson Plan I 75 points 4. Social Skills Lesson Plan II 100 points

Reflection and Examples of student work*

5. Supervising Teacher 25 points Feedback of Lesson II *

5. Class Presentation* 100 points 6. FBA and BIP* (100 points each) 200 points 7. Final Quiz 100 points 8. Advising Receipt required

9. Disposition self assessment 10. Attendance 50 points 11. Participation 50 points

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4 Total: 1000 points

*Potential Portfolio Artifacts

Field Work: Students are expected to implement strategies taught in the course with students in the ield. You will need to have an evaluation done in the ield o your behavior management skills. Assignments to be conducted in the Field: Functional Behavioral Assessment (FBA) and Behavioral Intervention Planning (BIP) and teaching o one Social Skill lesson plan.

Class Attendance and Participation: Attendance and Participation in class are required. A great deal o learning in our class will take place through in class discussion and activities. I you will be late, or have a serious emergency that prohibits you rom attending, in orm the instructor prior to the start o class. I you need to leave class early, you will need to advise your instructor be orehand; however, this may be considered as an absence rom class depending on the circumstances. You will be given two (2) excused absences without being penalized for missing; however, any absences beyond this can have a serious affect on your grade . Participation is mandatory for all and students’ individual participation will be noted by the pro essor and graded accordingly with points awarded or deducted or both. High attendance and participation scores range from 33 to 50 points, Medium attendance and participation scores range from 17 to 32 points, while Low attendance and participation scores range from 0 to 16 points . Participation consists o making voluntary comments, reporting personal experiences o people with disabilities, making or bringing unsolicited work to class, etc., throughout the entire semester . Please be mind ul that as much as 100 points can be awarded or removed from the final grade for the lack of attendance and participation.

Students are required to show a current Advising Receipt demonstrating that they have met with their faculty advisor this semester to receive a grade for this class. Receipts will be accepted from your professor in the last two weeks of the semester.

Standard English, appropriate technology, and higher order thinking is expected in all products and per ormances in this course. Any papers that need to be redone are subject to penalty.

. GRADING / E ALUATION SYSTEM

90 – 93 = A- 94 – 96 = A 97 – 100 = A+ 80 – 83 = B- 84 – 86 = B 87 – 89 = B+ 70 – 73 = C- 74 – 76 = C 77 – 79 = C+ 60 – 63 = D- 64 – 66 = B 67 – 69 = D+ 60 and below = F

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I. Re erences

Angus, S. F. (1989). Three approaches to stress management for children. Elementary School

Guidance & Counseling, 23, 228 - 233.

Arnold., L. E. (1995). Some nontraditional (unconventional and/or innovative) psychosocial

treatments for children and adolescents: Critique and proposed screening principles.

Journal of Abnormal Child Psychology, 23, 125 - 140.

Bauer, A. M., & Shea, T. M. (1988). Structuring classrooms through level systems. Focus on

Exceptional Children, 21, 1 - 12.

Brown, J. C. (1990). Loss and grief: An overview and guided imagery intervention model.

Journal of Mental Health Counseling, 12, 434 - 445.

Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and

productivity on the performance of students with behavioral disorders. Behavioral

Disorders, 18, 241 - 250.

Charmichael, K. (1991). Play therapy: Role in reading improvement. Reading Improvement,

28(4), 273 - 276.

Cole, C. L., & Bambara, L. M. (1992). Issues surrounding the use of self-management

interventions in the schools. School Psychology Review, 21, 193 - 201.

DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self-graphing of on-task behavior:

Enhancing the reactive effects of self-monitoring on on-task behavior and academic

performance. Learning Disabilities Quarterly, 14, 221 - 230.

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6 Fiore, T. A., Becker, E. A., & Nero, R. C. (1993). Educational interventions for students with

attention deficit disorder. Exceptional Children, 60, 163 - 173.

Glasser, W. (1986). Control theory in the classroom. New York: Harper & Row.

Gordon, T. (1989). Discipline that works: Promoting self-discipline in children. New York:

Penguine Books.

Gresham, F. (1982). Misguided mainstreaming: The case for social skills training with

handicapped children. Exceptional Children, 48, 422 - 433.

Hewett, F. M. (1967). Educational engineering with emotionally disturbed children. Exceptional

Children, 33, 459 - 467.

Hill, L. (1992). Fairy tales: Visions for problem resolution in eating disorders. Journal of

Counseling & Development, 70, 584 - 587.

Hinshaw, S. P., Hender, B., & Whalen, C. K. (1984). Self-control in hyperactive boys in anger-

inducing situations: Effects of cognitive-behavioral training and methylphenidate.

Journal of Abnormal Child Psychology, 12, 55 - 77.

Isaacs, S., & Ritchey, W. (1989). I think I can, I know I can! New York: St. Martin's Press.

Lenkowski, B. E., & Lenkowski, R. S. (1978). Bibliotherapy for the LD adolescent. Academic

Therapy, 12, 179 - 185.

Mathews, D. B., & Quinn, J. L. Relaxation training: A humanistic technique to increase

achievement. Journal of Humanistic Education and Development, 25, 113 - 121.

Maurer, R. E. (1988). Conflict resolution skills. Special educator's discipline handbook. West

Nyack, NY: The Center for Applied Research in Education.

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7 McMahon, L. (1992). The handbook of play therapy. New York: Tavistock/Routledge.

Michelson, L., & Wood, R. (1980). A group assertive training program for elementary school

children. Child Behavior Therapy, 2, 1 - 9.

O'Leary, K.D., & Drabman, R. (1971). Token reinforcement programs in the classroom: A

review. Psychological Bulletin, 75, 379 - 398.

Professional standards and code of ethics of the Council for Exceptional Children, Reston, VA:

Author.

Rowland, G., Schaffner, T., Kuster, T., & Kupfersmid, J. (1988). Responding to physical

assaultiveness of emotionally disturbed youths. Child and Youth Services, 10, 101 - 151.

Smith, S. W., & Farrell, D. T. (1993). Level system use in special education: Classroom

intervention with prima facie appeal. Behavioral Disorders, 18, 251 - 264.

Webber, J., & Coleman, M. (1988). Using rational emotive therapy to prevent classroom

problems. Teaching Exceptional Children, 21, 32 - 35.

Wood, M. M., & Long, N. J. (1991). Life space intervention: Talking with children and youth in

crisis. Austin, TX: PRO-ED, Inc.

Zentall, S. S. (1989). Self-control training with hyperactive and impulsive children. In J. N.

Hughes, & R. J. Hall (ed.). Handbook of cognitive behavioral approaches in educational

settings (pp. 305 - 346). New York: Guilford.

Zentall, S. S. (1993). Research on the educational implications of attention deficit hyperactivity

disorder. Exceptional Children, 60, 143 - 153.

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II. INTASC PRINIPLES

Principles of the Interstate New Teacher Assessment and Support Consortium (INTASC PRINCIPLES)

Principle Course Objectives 1. Knowledge o Subject Matter 2. Knowledge o Human Development and Learning 3. Adapting Instruction or Individual Needs 8, 4, 6 4. Multiple Instructional Strategies 6, 10 5. Classroom Motivation and Management Skills 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 6. Communication Skills 9, 12 7. Instructional Planning Skills 4 8. Assessment o Student Learning 9. Pro essional Commitment and Responsibility 10. School and Community Partnerships

III. IPSB DE ELOPMENTAL STANDARDS

Early Childhood (EC) Course Ob. Middle Childhood (MC) Course Ob.

1. Core Knowledge 1. Development 2. Child Growth & Dev. 2. Curriculum 6, 10 3. Found o Educ. & Learn 3. Instruction 6, 10 4. Curr. & Inst. 6, 10 4. Assessment 5. Fam. Culture & Comm 7, 12 5. Pro . Role 6. Observation & Assess 6. Student Learning 7. Pro essionalism 7. Fam/Comm. 8. Learn Environ 7, 8, 14 8. Pro . Dev

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IX. SCHEDULE (Subject to Change: Please Remain Flexible) ANY LATE ASSIGNMENTS WILL HA E AS MUCH AS 10 POINTS REMO ED

Class Topics and Assignments Readings Jan. 11th Introductions and Overview

Jan. 18th Theoretical Perspectives – Review Text: Chapters 1 & 2

Jan. 25th A ective and Emotional Methods Sel -instruction and Sel -talk Due: Disposition Self-Evaluation

Text: Chapter 3

Feb. 1st Humanistic Methods Bio eedback, Guided Imagery Due: Philosophy Statement

Text: Chapter 4

Feb. 8th Cognitive Techniques Assertiveness Training, Developing Goals and Operational De initions

Text: Chapter 5

Feb. 15th Social Skills Training Due: Revised Philosophy Statement

Text: Chapter 6

Feb. 22nd Quiz 1 Classroom Behavior Management through Applied Behavior Analysis (ABA)

Text: Chapter 7

March 1st Complete Applied Behavior Analysis (ABA) Due: Social Skills Lesson Plan I

Text: Chapter 8

March 8th Functional Behavioral Assessment (FBA) and Behavioral Intervention Planning (BIP)

Text: Chapter 9

March 15th Spring Break – No Classes Text: Chapter 10

March 22nd Complete FBA & BIP Training Text: Chapter 11

March 29th Quiz 2 Presentations and Application o Skills

Text: Chapter 12

April 5th Due: Social Skills Lesson Plan II with Reflection, Student Work, and Feedback Presentations and Application o Skills

Text: Chapter 13

April 12th Due: FBA and Behavior Intervention Plan Presentations and Application o Skills

Text: Chapter14

April 19th Due: Final Field Evaluations Presentations and Application o Skills

April 26th Presentations and Application o Skills Review if necessary

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May 3rd Final Quiz

X. OTHER

Some Suggested Topics for Presentations (See textbook for additional ideas)

Bibliotherapy

Reality Therapy/Control Theory

Teacher E ectiveness Training

Problem Solving Training

Sel -Regulation, Sel -control Training

Rational Emotive Therapy

Play Therapy

Art Therapy

Music Therapy

Drama Therapy

Animal Assisted Therapy

Li e Space Intervention

Methods or Aggressive and Violent Behavior- Physical Restraint

Crisis Prevention or Intervention

Anger Control Training, Relaxation Training

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11 Social Skills Lesson Plan Format

1. State the grade level, subject, and types o students this lesson is planned or.

2. Materials you will need to teach this lesson

3. Goal and Objective (State what students will be able to do as a result of this instruction).

Example of Goal: Students will demonstrate anger control by the end o the grading period.

Example of Objective: Independently, students will use “I Messages” to express their eelings to others on 3 out o 5 occasions.

4. Readiness/ Anticipatory Set (Tell how you will get students ready or learning, interested in the topic, and activate their prior knowledge o the topic.)

Example: Ask the students, "Have you ever had an experience when someone was mean to you and you wanted to let them know about it without causing any trouble? How might you do this?”

5. Purpose (Tell the students what they will accomplish and why it’s important)

Example: “At the end o this lesson you will be able to give ‘I Messages’ to prevent con licts with others and stay out o trouble.”

6. Instruction (methods, strategies, step by step procedures)

List your procedures step by step. These should include the seven steps of Direct Instruction to teach

a social skill of your choosing.

1. Assessment - how will you assess that the social skill needs to be taught to your students?

2. Task Analysis – state your Task Analysis and be sure to number them.

3. Rationale – state why students should want to learn your skill (actual words you will use):

4. Modeling –describe how you will model the skill (use parapro essional, other teachers, etc).

State your Task Analysis again here to show your speci ic procedures.

5. Role Play – describe the procedures you will use to role play your skill with students.

6. Practice Activities – tell how you will structure activities or practice, how to group the

students, how you will give eedback, etc.

7. Generalization Activities – state how you will have the skill shown in other places, with other

people, etc. Include your letters to parents, etc. with Task Analysis & signature room on it as

attachments at the back o your lesson (see number 9).

7. Closure - how will you bring the lesson to a close? What will you say? State the last 2 to 3

sentences you will say to the students. Use your exact words.

8. Independent Practice - What assignment will you make or students to complete without your

help and that will rein orce their learning o the skill (Homework, seatwork, practice activities, etc.)?

9. Attach materials to use, reflection form, supervisor’s feedback, and samples of student work.

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Student Lesson Reflection Form

Candidate Name: _______________________________

After teaching your lesson, reflect on your effectiveness by answering the following questions.

1. To what extent were students productively engaged? Where all students engaged? How

much o the time?

2. Did I alter my objectives or procedures as I taught the lesson? I so, why?

3. What worked best in this lesson? What caught their attention and got them excited? What helped students understand?

4. What were the weak or missing parts o this plan? What did not work at all? What con used students or resulted in boredom? What could have been better?

5. Did students learn what I intended? Were my instructional goals met? How do I know?

6. How will I improve this plan or the next time I teach it? I I had the opportunity to teach this lesson again to this same group o students, what would I do di erently? Why?

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Instructions for Presentation

I you are allowed to present with a partner, each person will receive the same grade (up to 100 points). Your grade will be determined partially by your classmates and partially by your instructor. There is no written paper or this assignment.

Select an intervention topic rom the syllabus list or rom the class text that interests all members o the class.

Select a day or presenting and get it on the instructor's schedule.

Grading Criteria

1. Handout a 1-page outline o your presentation.

2. Handout a 1-page re erence list o resources related to your topic.

3. Introduce your topic - what is it and when should one use it?

4. Explain the history and development o the intervention.

5. Summarize two (2) research articles that evaluated the e ectiveness o the intervention (or

components o the intervention). Use research summary guidelines.

6. Explain/teach the intervention- tell us everything we need to know about it in order to use it.

7. Demonstrate the intervention

8. Lead the class through activities that will help them to become luent with using the

intervention. (This means you lead the whole class in participation and practice activities).

The bottom line: Will class members be able to use this intervention as a result o your instruction? Will class members be able to locate additional in ormation on the topic, i interested?

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Article Summaries

These should be presented in your power point presentation to make them easier for you to explain and for your audience to understand. Select research articles that evaluate your intervention or components o your intervention.

Provide the citation or the article. Use current APA ormat.

Examples:

Grskovic, J. A., & Bel iore, P. J. (1996). Improving the spelling o students with

disabilities. The Journal of Beha ioral Education, 6, 343 - 353.

Rasheed, S. A., Fore, C., & Miller, S. R. (2006). Person-centered planning: Practices,

promises, and provisos. The Journal for Vocational Needs Education, 28(3),

47 – 59.

Purpose: give an overview o what the study was about, the purpose, the ocus. Example:

The purpose o this study was to compare two strategies or teaching spelling using a single

subject, alternating treatments design.

Participants: How many and what types o students participated in the study? Gender, age,

grade, race/ethnicity, SES, disability status, etc. Use person irst terminology

Independent ariable: What was the intervention or component that they assessed? Give a

detailed explanation o their method.

Dependent ariable(s): What did they measure to evaluate the e ectiveness o the strategy?

Results: What did they ind? Report the results or each o the dependent variables. Please

try to display the data or the class as you talk about this part.

Reaction/Evaluation: What did you think o the article? Did it convince you? Under what

conditions or with what students was the strategy e ective?

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Peer Feedback Form

Topic: ______________________________________________________________

This is an anonymous evaluation. Please be honest and provide reasons or any points deducted.

Outline (5)

Re erence list (5) Are the re erences pro essional sources and are they in pro essional APA ormat?

Overview/Introduction (10 points) Did the presenter introduce the topic in a way that got you interested and involved?

History and Development o the Intervention (5 points)

Demonstration and Instruction o the intervention- (25 points) Did the presenter teach you how to do it?

Application (Class Involvement) (25 points) How well did the presenter lead you in using the intervention?

E ectiveness Data (25 points) Two research articles on the e ectiveness o the intervention Participants o the study? Independent and Dependent variables? Results? How well did the presenters explain the data?

How e ective is this intervention?

Will you be able to use this intervention as a result o this instruction? Yes No

Based on the criteria above, how many points (out o 100) would you give this group? (Please be honest and ethical)

Name: __________ out o 100 points each

Name: __________ out o 100 points each

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Brief Functional Assessment

Antecedent Behaviors Consequences

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Behavior Intervention Plan for: ____________________________ Date:_________

Behavior(s): Hypothesized unction:

Replacement behavior (more appropriate way to achieve the same payo ):

Student’s present level o per ormance o replacement behavior:

Instruction of replacement behavior Reinforcement of replacement behavior

Modifications you will implement to allow payoffs to occur naturally Environmental modi ications:

Curricular modi ications:

Instructional modi ications:

Generalization plan Across settings:

Across instructors:

Across materials:

______

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Student Name: Date:

PHASE OF PREPARATION: _X__ Midway Experiences IUN STUDENT FORM - “Personal Assessment of Teaching Dispositions”

Please rate how much you value each o the pro essional dispositions below. Circle the number that best represents rom “Lowest” to “Highest” how much you value each disposition. Use the space below each behavior (or on the back) to make comments about that disposition.

ALUE RATING Rate the value of each of the following professional dispositions: LOW HIGH

1. Attendance should be dependable, arrival and departure should be on time, and appearance 0…..1…..2…..3…..4 and actions should be pro essional.

2. Subject matter to be taught should connect to the students’ world. 0…..1…..2…..3…..4

3. The content o teaching should align with state and pro essional standards. 0…..1…..2…..3…..4

4. Organization and preparation are key to promoting students’ active learning. 0…..1…..2…..3…..4

5. Ideas should be expressed/communicated clearly and appropriately both verbally and in 0…..1…..2…..3…..4 writing.

6. Multiple teaching approaches and technology should be used with students. 0…..1…..2…..3…..4

7. Classroom management should be student-centered, and students should be treated with 0…..1…..2…..3…..4 respect and care.

8. Students rom diverse backgrounds deserve respect and understanding. 0…..1…..2…..3…..4

9. Cooperation should be acilitated in the classroom, the school, and community. 0…..1…..2…..3…..4

10. Students’ progress should be tracked (monitored) with instructional adjustments made to 0…..1…..2…..3…..4 meet their needs.

11. Constructive criticism and suggestions should be encouraged and welcomed. 0…..1…..2…..3…..4

12. Enthusiasm and commitment are necessary to become an e ective teacher.

Please use the reverse side to write additional comments.

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20 STUDENT DATE

PHASE OF PREPARATION: _X__ Midway Experiences IUN STUDENT FORM

“Personal Reflection: alidating Dispositions for Teaching”

Disposition How I demonstrate this disposition:

How I could develop this disposition more:

Attendance, punctuality, & professionalism (i.e., actions, appearance)

Connect subject to students’ world

Align teaching with state & professional standards

Prepared to promote active learning

Communicate ideas clearly in speech and writing

Use of multiple approaches & technology to teach

Student-centered management of class time & student behavior

Respect students from diverse backgrounds

Promote cooperation in class, school, community

Track student progress & and adjust teaching to meet needs

Willing to receive constructive criticism & suggestions

Committed to becoming an effective

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teacher

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Artifa t S ore Sheet - Class: K344 Student: _________________ -- Initial Program

CLASS OOM MANAGEMENT CLASS OOM MANAGEMENT IN SPECIAL EDUCATION

G

4 = Ex ellent ( lear, onvin ing, and onsistent eviden e) 3 = Quite Satisfa tory ( lear and onvin ing eviden e) 2 = Needs Revision (limited eviden e) 1 = Una eptable (little or no eviden e)

S ore Positive elationships:

a) Creates and maintains a safe, equitable, positive, and supportive learning environment

b) Values diversities

) Establishes rapport with students

d) Demonstrates enthusiasm about ontent and learning

elevant and Meaningful Curricula:

a) Designs positive behavior intervention plans

b) Integrates so ial skills into the urri ulum

) Uses a tive learning a tivities

Appropriate Teacher Behaviors:

a) Establishes a onsistent lassroom routine

b) Modifies the learning environment to manage behaviors

) Uses effe tive and varied behavior management strategies

d) Uses praise and reinfor ement

esponse to Disruptions and Student Behaviors:

a) Sele ts the least intrusive intervention onsistent with learner’s needs.

b) Demonstrates strategies for risis prevention and intervention

Artifa ts must also pass IU Nor hwes Wri ing Compe ency standards. See Web: http://www iun edu/~writenw/competencies shtml

A TIFACT: _____________________________________ SCO E: ______

eviewer's Signature: DATE: _______

________________________________

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The following forms are for your supervising teacher in the

field. They are to be used when you teach your Social Skills

Lesson Plan II.

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Supervising Teacher Lesson Feedback Form (p.1)

Candidate Name: ____________________________ Topic o Lesson: ____________________

Please give feedback on what the candidate did well and what could be improved.

Planning: Was the lesson planned in a logical and engaging sequence? How meaning ul and challenging was the lesson? Were the objectives appropriate or the learner(s)?

Anticipatory Set: How creative and motivating was the warm-up activity? How well did the candidate activate prior knowledge about the topics o the lesson?

Purpose: How well did the candidate explain the purpose o the lesson and why it is important?

Methods or Strategies: Organization? Was the content accurate? Were evidence-based practices used? Were new skills modeled? How appropriate were the activities and groupings? To what extent were students actively and productively engaged? How o ten was understanding assessed?

Classroom Management: How was the timing o the lesson? How smooth were the transitions? How well did the candidate get and keep students’ attention? How well did the candidate monitor all students’ learning, behavior, and needs? How o ten were prompts and rein orcement given or desired behavior? How well did the candidate respond to undesired behavior?

__________________________________________ _________________

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Supervising Teacher Lesson Feedback Form (p.2)

Practice: Was enough guided practice provided or students to acquire new knowledge or skills? How o ten was eedback given? How engaging was the practice? Was independent practice assigned to oster maintenance? How was generalization planned?

Best Part: What worked best in this lesson? What caught their attention and got them excited? What helped students understand?

Worst Part: What were the weak or missing parts in this lesson? What did not work at all? What con used students or resulted in boredom? What could have been better?

Assessment: How congruent was the assessment with the learning goals? How well did the assessment accommodate the characteristics o the learners?

Effectiveness: Were the instructional goals met? What did students learn? Overall, how e ective was this lesson?

Supervising Teacher’s Signature Date

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