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EVERGREEN MIT 2010 - Micro-teaching Lesson Evaluation Packet

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Micro-teaching Lesson Evaluation PacketThrough the EALR Project the Teacher Candidate systematically documents the learning of a representative sample of students during a unit of instruction and the teacher candidate’s positive impact on student learning.. The larger EALR project is typically done during the solo student teaching experience. The mini-EALR project is completed during the quarter prior to student teaching. The Teacher Candidate selects 3-5 students of various ability levels and closely monitors the students’ development towards mastery of some of the unit’s Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), or Frameworks. The planning of the curricular unit, its assessment, the teacher candidate’s positive impact on student learning, and the teacher candidate’s reflections are documented through this project. The purpose of this project is to demonstrate positive impact on K-12 student growth in the chosen EALRs as a result of the Teacher Candidate’s teaching.Please include the following items with your Mini-EALR write-up.1. Lesson Plans, including all handouts and materials2. Pre and post assessments with answer keys and evaluation scales, rubrics – Create a clear table that summarizes students knowledge/skill demonstrated before and after the lesson.3. Student pre and post assessments and analysis of results for Positive Impacton Student Learning- Based on the PREASSESSMENT: Where were they on the EALR BEFORE you began?- Based on the POSTASSESSMENT: Where are they on the EALR after?- Based on written student interviews notes asking Positive Impact questions: What do the students understand the purpose of the task as being? How do they make sense of (i) their skill/knowledge, (ii) what they need to work on?and (iii) strategies for working on those things. (Questions you could ask students: What learning outcome are you working toward? Why is this learning important? How is your learning being evaluated? What progress have you made with regards to this learning? How do you know? What steps would you need to take next? What resources might you use?)- HOW did your teaching influence their learning?- Based on their post assessment, what will you do NEXT to help them progress?4. TEACHER ASSESSMENT of your teaching on RUBRIC5. SELF ASSESSMENT of your teaching on RUBRIC6. Written self-reflection. Use the teacher assessment, the self-assessment, and the written peer feedback to inform this final reflection. Include specific feedback comments from each group (teacher, self, peers) and reflection on those comments. Your reflection should also include specific ways in which you would change, or modify this lesson if done again. For instance, instead of saying, “next time I will give more specific directions,” actually write out the directions youwould


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EVERGREEN MIT 2010 - Micro-teaching Lesson Evaluation Packet

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