The lesson observer provided feedback on a lesson presented by Lauren Steedman. They noted that the lesson objective was clearly presented at the beginning of the lesson via PowerPoint. The assessment aligned with the objective by asking students to identify and describe one of the four testing paradigms taught. Instruction aligned with teaching the paradigms and assessing students' knowledge of them. Active learning was used by asking students for definitions before providing them, though more discussion could have added. Principles of UDL were considered through the use of video, PowerPoint, real-life examples, and not reading directly from slides.
The lesson observer provided feedback on a lesson presented by Lauren Steedman. They noted that the lesson objective was clearly presented at the beginning of the lesson via PowerPoint. The assessment aligned with the objective by asking students to identify and describe one of the four testing paradigms taught. Instruction aligned with teaching the paradigms and assessing students' knowledge of them. Active learning was used by asking students for definitions before providing them, though more discussion could have added. Principles of UDL were considered through the use of video, PowerPoint, real-life examples, and not reading directly from slides.
The lesson observer provided feedback on a lesson presented by Lauren Steedman. They noted that the lesson objective was clearly presented at the beginning of the lesson via PowerPoint. The assessment aligned with the objective by asking students to identify and describe one of the four testing paradigms taught. Instruction aligned with teaching the paradigms and assessing students' knowledge of them. Active learning was used by asking students for definitions before providing them, though more discussion could have added. Principles of UDL were considered through the use of video, PowerPoint, real-life examples, and not reading directly from slides.
Observer: Anuraag Sharma Lesson objective was clearly presented to class Yes or No
When and how?
At beginning of lesson on a PowerPoint slide. Assessment was aligned with the objective
Yes or No
Yes or No
Yes or No
Yes or No
Why or why not?
Their brief assessment was to identify one of the four testing paradigms that were taught and to give a brief description of it. Instruction was aligned with the objective and the assessment How was it aligned? Students were told they would learn about testing paradigms, learned said paradigms, and were asked to regurgitate 1 of the paradigms for assessment. Instruction actively involved learners How was active learning used? She asked students what definitions of words might mean before actually giving the definition. There could have been some more active learning in the realm of discussion or something else. Principles of UDL, learning styles, and/or multiple intelligences considered Provide examples:
-used video -used PowerPoint -didnt read directly off slides -gave real life examples like her lab work in Lefrak