ALVERN0 COLLEGE

LTM 621 FIELD STUDENT SELF-ASSESSMENT FORM

Candidate:__Rebekah Van Brocklin_______ Assessor:________________________ Advisor:_______________________ Date:_____________
Grade/Subject:____8th/History_____________________
School: Blessed Sacrament______________
Observation: (check one)
Completed by: (check one)

Topic/skill taught:__Westward Expansion__________________

Cooperating teacher:__Lynn ________________________

_X__ 1st observation

___ 2nd observation

___ Other (specify) ________________

X Candidate

Overall Performance: _____Inadequate

__X___Emerging

_____Proficient

Planning (conceptualization/diagnosis/coordination)
Reflection Questions:
Using your knowledge of students background knowledge, learning
styles, skills, and abilities justify the educational decision making you
engaged in for this lesson.

Inviting (communication/integrative interaction)

Reflection Questions:
Explain what you did to create a positive, inviting, brain-compatible
learning environment.

_____Distinctive

Comments
Students are learning about the Civil War and Reconstruction period,
the items they learned in this lesson expand on the topics of Westward
Expansion and the different people and reasons for moving out West.
They will be expanding their learning of reading and underlining to get
appropriate information from a text and discussing information from
their textbook. These methods are to help them derive information from
text and know what information is really important for them to take
away.
Establishing a relationship with the students before the lesson I thought
was important so when I taught the lesson they felt that they could ask
me questions because I already created an inviting and open relationship
with them prior to this. I also took time to ask the students openly if
anyone had questions about the topics we were discussing and I gave
everyone an opportunity to speak. To make the lesson brain-compatible,
I used different methods to teach each of the topics we discussed so each
type of learner was taken into account.

Teaching (communication/diagnosis/integrative interaction)

Reflection Question:
Explain the educational theory, or theories, that guided your
development and implementation of this lesson. Consider: The Seven
Conditions of Learning, The Zone of Proximal Development, Ecological
Theory, Multiple Intelligences, Transformative Learning, The Comer
Process, Experiential Learning, Scaffolding, etc. Provide explicit
examples of how your teaching illustrates the theory you choose.
Explain how the learning activities actively engaged students in learning
and to what degree (think about Blooms Taxonomy as it relates to the
affective and cognitive domains).
Explain how you built on students abilities to comprehend, learn
vocabulary, or create a piece of text.
Explain how the content area strategy (ies) you used in the lesson
supported student learning and met their needs.

I used Howard Gardners theory of Multiple Intelligences when making

this lesson plan. I wanted to reach different learning styles and chose to
use pictures from their textbook and printed article for visual, and having
students take turns reading aloud for auditory learners. The reading
aloud of the article allowed for the linguistic students to be engaged in
their learning. Students were also engaged in making a Climograph, this
was directed to visual-spatial leaners.
The affective domain relates to how the students were listening to the
instructions at the beginning of class and that they will have to actively
participate in discussion throughout the class period. The cognitive
domain relates to students having to listen to some lecture about the
Westward Expansion from their textbook, look at the visual
representations in the text, and discuss what they know about the different
types of people moving to the West. They also needed to read an article
and take away information as to why William Henry Jackson was
important to Westward expansion and photography in general. When
students were making their graph, they were very engaged. Most of them
love to draw.
When we came across new vocabulary I tried to explain to the students
what it meant, or I would ask them beforehand to activate their prior
knowledge and see if some of the students already knew what it was. I was
building on their vocabulary that they have been learning about from the
Civil War and Reconstruction.
I used the read aloud strategy and underlining strategy to engage students
in their learning. These strategies could have been better prepared or
better used for the lesson if they were expanded on more. After doing the
lesson I realized I was supposed to use a strategy from the current course I
am in.

Assessing (diagnosis/integrative interaction)

Reflection Questions:
Explain how the assessments used for this lesson were designed to
monitor students progress toward the learning objectives.
Explain how you analyzed evidence of student learning.
Explain what you did to know what are the next steps in planning for
instruction. (Include what the next steps are.)
Choose an Alverno Education Ability (communication, coordination,
integrative interaction, diagnosis, or conceptualization) and explain
what you did in this particular lesson to demonstrate this ability.
Choose a WI Teacher Standard, as they are related to the objectives of

Students needed to answer questions at the end of the article they read..
Some of them were direct answers from the article and two of them were
m ore of a critical thinking question that allowed for them to answer in
their own words.
These answers will help me see if the students are able to look through the
text and get the correct information and if they are able to make sense of a
small summary and see the big picture.
I used the exit slip at the end of the lesson to see what students understood
and what they needed to know more about. This helped me in preparing
my next lesson because I saw there were some students that were puzzled
about a topic we discussed. I was also able to see if students were
comprehending instructions well or if they needed more help to
understand what they needed to do. When I collected the articles I saw
that I needed to be more involved with some students because they only
answered one or two questions from the article and didnt complete their

Final remarks:

Wisconsin Teacher Standards as they relate to LTM 621 Course Objectives

1. DPI: Teachers know how children grow: Clearly articulate an understanding of the modes of communication central to the development of
literacy: speaking, listening, writing, reading, viewing, and representing.
2. DPI: Teachers know how to teach: By providing explicit instruction, modeling and guided practice, demonstrate the ability to effectively
teach adolescents of varied backgrounds and developmental levels to use reading strategies effectively.
3. DPI: Teachers know how to teach; teachers are able to plan different kinds of lessons: Effectively incorporate a range of reading and other
literacy strategies to support student learning in the content areas.
4. DPI: Teachers know how to teach; teachers understand children learn differently: Thoughtfully design, select, modify and evaluate print and
non-print materials for individuals and groups of students including those for whom English is a new language.
5. DPI: Teachers know how to test for student progress: Design meaningful performance assessments that engage students in literacy and the
content areas.
6. DPI: Teachers communicate well; teachers are connected with other teachers and the community: Develop clear explanations, for adolescent
students and their parents, of the results of standardized literacy assessments and the implementation of instructional plans.
7. (DPI: Teachers know how children grow; teachers understand that children learn differently: Thoughtfully apply an understanding of
linguistic, cognitive, psychological, social, and cultural factors that influence literacy development in planning for individual and group needs.
8. DPI: Teachers know the subject they are teaching; teachers know how to teach; teachers are able to plan different kinds of lessons:
Effectively use technology to enhance literacy instruction in the content area.
9. DPI: Teachers understand that children learn differently: Clearly articulate how cultural beliefs and expectations shape the learning needs and
goals for students, including those for whom English is a new language.
10. DPI: Teachers are able to evaluate themselves: Evaluate relationships between WI Teacher Standards and the Alverno Education Abilities,
and their teaching practice.

Scoring Rubric
Level One
The reflection is vague
and lacks details; there is
little or no elaboration.

Level Two

Level Three
The reflection is
moderately detailed and
elaborated. Contains
examples to explain the
candidates thinking about
the lesson and justify the
educational decisions
made for this lesson.
Reflection demonstrates
suggests revisions that
need to be made to
improve this or other
lessons.

Level Four

Level Five
The reflection is very
detailed and well
elaborated. Clearly,
contains examples
sufficient to explain the
candidates thinking about
the lesson and justify the
educational decisions
made for this lesson.
Reflection demonstrates
revisions that need to be
made to improve this or
other lessons.