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    Cooperating Teacher Feedback

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    api-140174622
    (1) The cooperating teacher observed a student teacher's lesson on diffusion using a gobstopper lab. (2) While the lesson introduction and definitions of qualitative and quantitative data were well done, too much time was spent on directions which limited student work time to only 22 minutes. (3) Suggestions included giving reminders and asking students to explain what they observe to check understanding during work time instead of only at the end. More attention to all student groups and natural consequences for cleanup were also advised.

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    Cooperating Teacher Feedback

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    api-140174622
    278 views2 pages
    (1) The cooperating teacher observed a student teacher's lesson on diffusion using a gobstopper lab. (2) While the lesson introduction and definitions of qualitative and quantitative data were well done, too much time was spent on directions which limited student work time to only 22 minutes. (3) Suggestions included giving reminders and asking students to explain what they observe to check understanding during work time instead of only at the end. More attention to all student groups and natural consequences for cleanup were also advised.

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    cooperating teacher feedback (5)

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    (1) The cooperating teacher observed a student teacher's lesson on diffusion using a gobstopper lab. (2) While the lesson introduction and definitions of qualitative and quantitative data were well done, too much time was spent on directions which limited student work time to only 22 minutes. (3) Suggestions included giving reminders and asking students to explain what they observe to check understanding during work time instead of only at the end. More attention to all student groups and natural consequences for cleanup were also advised.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    278 views2 pages

    Cooperating Teacher Feedback

    Uploaded by

    api-140174622
    (1) The cooperating teacher observed a student teacher's lesson on diffusion using a gobstopper lab. (2) While the lesson introduction and definitions of qualitative and quantitative data were well done, too much time was spent on directions which limited student work time to only 22 minutes. (3) Suggestions included giving reminders and asking students to explain what they observe to check understanding during work time instead of only at the end. More attention to all student groups and natural consequences for cleanup were also advised.

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    of 2

    ED 321 LESSON 5

    Cooperating Teacher Comments Regarding Lesson Plan and Lesson


    Did the student share her/his lesson plan with you prior to teaching it? _X Yes

    ___ No

    Lesson: Gobstopper Diffusion Lab


    Pre-Lesson:
    Checked-off student work from the night before, holding students responsible for their learning and
    participation in the lab scheduled for today. Students who did not complete their homework were not
    allowed to move-on to the next lab until the previous lab was completed. I liked how you collected the lab
    from the day prior, while handing out the lab for today, taking care of two tasks at once. Took a moment
    or o two to do a quick conference with students who needed to make some corrections/adjustments to
    their lab.
    Lesson Introduction:
    We have been learning about 2 forms of passive transport: Osmosis and Diffusion Good review of the
    materials we have been learning that are applicable to the lab today. Good Drawing and sharing of
    examples with the class.
    Read the introduction of the lab aloud to the class-good movement around the classroom while you were
    reading.
    Introduction of Qualitative and Quantitative: Excellent, Perfect, Bravo: You asked the students to look at
    the word Qualitative and find a word they already know.quality. This is a great way to engage the
    students in understanding new terms. Again, you did this with Quantitative Data as well.
    Could you have asked the students to come-up with examples? Do you think the students would be able
    to provide examples once they knew the definitions?
    Scale Directions: Love that you asked what type of data we would collect using a scale. Also, asking
    which type of data we are collecting.Mass in grams. With expensive equipment always reiterate the
    importance of being careful and the consequences.
    Partner Grouping: Why did you have the students find a partner before the directions? And, what about
    the students who did not have the previous lab done that could not participate today? It appeared to me
    that they found partners.
    Lab Procedure: Good demonstration of filling the beaker to 150ml. Good explanation of when to make
    the observations. Asked students if they needed clarification before they began, and did a nice job of
    answering those questions.
    Lets talk about timing. 30 minutes of the class was dedicated to collecting work and providing

    directions to the class regarding the lab. By the time the students began, they had 22 minutes left to work
    and clean-up. What are your thoughts on this?
    Student Work Time: One thing I notice is that you do a great job attending to the students you are
    immediately working with which is wonderful, however, you still need to be aware of what is occurring at
    other lab stations while you are working with one specific group.
    You had good movement around the room while the students were working.
    Suggestion: Give the students reminders of the directions while they are working. Example: Students, at
    5 minutes remember to make an observation.
    As you move around the lab stations, ask the students to explain what is occurring in the beaker, this is a
    great assessment question. If they can explain how/why diffusion is occurring they are understanding the
    purpose of the lab. If they cant, they need more guidance and you can provide it immediately.
    During the lab you did not provide any whole-group comments, instruction or directions until it was time
    to clean-up. Let the students know you are there and provide them with important directions / suggestions
    while they are working.
    Clean-up:

    Make final observations and note the time where they ended in the lab. Adding the time was a
    nice suggestion.
    No specific directions for clean-up were provided, nor were directions for completing the lab.
    You ended-up yelling to the students to clean-up. You can waitand if they are late, they are
    late. That is the natural consequence for not listening.
    Overall, the lesson went very well. One of your best at this point. The greatest issue was timing.
    You spent to much time talking and providing directions and did not leave enough time to work
    and clean-up. How much time do you think this lab should take? How long should clean-up
    take?

    Rachel Caby-Crockford
    (Cooperating Teacher Signature)

    11/29/12
    (Date)

    Student: Amanda Dlugi

    Grade/Content Area: 7th Grade/ Biology

    Date: 11/29/12

    School: Greendale Middle School

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