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ESC 708 - Coaching Reflection (Peck).pdf

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ESC 708 - Coaching Reflection (Peck).pdf

  1. 1. School of Education Coaching Visit Guide This guide is to be completed by the Student Teacher to reflect on the coaching visit. Student Teacher will send the completed form to College Supervisor via email if the lesson is taught remotely. Background Information Coaching Visit #1 Date 10/7/22 PK 1 2 3 4 5 6 First Name Meghan 7 8 9 10 11 12 Other Last Name Peck Content Area/Subject [Check all that apply for this particular observation] Email meghan.peck@ lc.cuny.edu Math ELA Social Studies Science Other: Health 1. If ONLINE visit, please provide Video Clip Link Video was uploaded to Taskstream 2. What Co-Teaching strategy or strategies were used during your lesson? (Refer to p.9 of handbook and Appendix F) There are no co-teachers in Health including classes with ICT and ENL students. 3. Describe what you feel WENT WELL on 1-2 of the following Student Teacher/Intern Evaluation Form (STEF) AREAS. III Planning for Instruction The lesson had activities that were aligned to the learning outcomes in the lesson. The application and analysis provided opportunities for engagement and high level thinking. The students have an opportunity for reflection at various points in the lesson, including the value of mathematical skills required to be proficient in reading a nutrition label. IV Learning Environment The students were respectful to me and each other during instruction. Students were able to work collaboratively and help each other during small group work. Students were aware of
  2. 2. class routines and were able to transition in and out with ease. Students were using 1-1 technology and arranged at tables to encourage collaboration. V Application of Content Students have access to a program that simulates a grocery store where they are required to make healthy decisions independently. Students also have access to a challenge task to plan meals for a party where they are required to take into account allergies and number of people attending, while having to plan a well balanced meal within a budget. Students would need to know the key nutrients and day within limits for sodium, fat, and calories. This will also allow for infusion of each student's culture, if they choose, based on the type of meal they are planning. VI Instructional Strategies Students are encouraged to use lesson specific vocabulary in their writing and discussions. Vocabulary, with pictures, has been given to students prior as a reference as needed. Students used a graphic organizer to help compare essential characteristics of food labels. Students were given a model of a food label to refer back to for clarification. There was also limited lecture time to allow for student discussions, questions, and application in activities. VII Assessment I was able to gauge current understanding through student questioning and questioning techniques. Students also completed a google form which required them to compare food labels and choose the healthier snack by justifying their reasoning. 4. Describe what you feel DID NOT GO WELL on 1-2 of the following Student Teacher/Intern Evaluation Form (STEF) AREAS. III Planning for Instruction I think that instead of whole group instruction on reading a food label, I could rely on the students with a high level of background knowledge to teach peers in a small group setting. These students were identified at the beginning of the lesson which made it difficult to arrange seats in the moment so I would probably gather this information in the lesson prior. I think that I needed more time for students to apply what they learned. It is difficult when we only have health once a week so picking up where we left off a week can be challenging in itself. IV Learning Environment While most students show the ability to independently show positive behaviors, there are some students who still need prompts and reminders to adhere to the class created charter. Class Dojo is still used to reinforce positive behaviors in the classroom. In addition, students are able to use supports given but they are not consistent with identifying the supports they need on their own or advocating for themselves as needed. V Application of Content Students that did not have mathematical reasoning skills to calculate additional servings, especially half servings, struggled
  3. 3. to make inferences about how that would affect the total daily values. There was not enough data from the math teacher or diagnostic assessments, like iReady, to draw conclusions for this specific area at this point in the year. This information could be reasoned out but that also requires a certain skill set. I think there should have been a more explicit model with a quick assessment and then I could have pulled a small group to work more intensively with. VI Instructional Strategies When it comes to the challenge activity of party planning, I think it would have been beneficial to add group roles to focus their collaboration efforts so that they are able to progress more efficiently. VII Assessment Students were aware of the rubric that was being used to assess, however students did not contribute to the development of the rubric. I don’t think there is time to allow students to help create a specific rubric for each individual assessment but perhaps we could develop a more general rubric to use for certain tasks. 5. How would you build on the areas you did well to strengthen your practice? Focus: Planning on Instruction Action Steps: Give more specific pre-assessments to plan for students who have a strong depth of knowledge to lead small groups, as well as be able to target students who need more intensive support. 6. What are your immediate next steps for strengthening the areas that did not go well? Focus: Assessments Action Steps: In order to improve assessments, I would take time to go over specific components for an activity and have the students self-assess their progress based on the rubric, and then also peer-assess to gain a wider range of feedback than just from the teacher. 7. What questions do you have for your supervisor? How can I incorporate more community involvement in the Nutrition unit? What are specific organizations that would volunteer their time?

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