Virtual Lesson Written Evaluation and Self-Rating

Teacher Candidate: Ian Mitchell Semester: Fall

Cooperating Teacher: School:

Effective teachers are reflective practitioners. One of the best ways to evaluate and see your skills as a
teacher is to videotape a lesson. It can help you to capitalize on your strengths and look for areas to
improve.

Directions: After the field supervisors first field evaluation, you should complete an analysis of your own
teaching of a lesson and submit the written analysis to your supervisor in the Canvas drop box. In videotaping,
follow the policy of the school. If written parental permission is required, be sure it is obtained for each child
before videotaping. If it is not allowed, you can complete the self-analysis using student feedback and a self-
perceived evaluation. First, write an analysis of your lesson. You should use as a basis the ten domains found
in the Virtual Lesson Self-Analysis Guidelines, but you do not have to answer every question. Second, rate
yourself on the below Pittsburg State Indicators based on your video observation or self-perceived perceptions.
Use the scale below.

Rating Scale:
N/A No opportunity provided for performance, not witnessed
1 Novice - Candidate shows awareness and beginning skills
2 Developing - Candidate skills and awareness levels are developing
3 Effective - Candidate consistently demonstrates competence with minimal assistance or prompting
4 Advanced Candidate consistently demonstrates a high degree of competence functioning independently

I. RATING OF LESSON USING INDICATORS

Rating The Learner and Learning

2 3. Differentiates instruction appropriately for specific needs of learners
2 4. Persists in helping all students achieve success
2 5. Brings multiple perspectives to the discussion of content, including attention to learners personal,
family and community experiences and cultural norms
1 6. Designs instruction to build on learners prior knowledge and experiences
2 7. Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate
positive and negative consequences
2 8. Demonstrates positive rapport with a diverse student population
2 9. Helps all students learn respect for the traditions and cultures of others

2 10. Uses appropriate nonverbal communication

2 11. Provides a learning environment which includes high time-on-task and active engagement.
2 12. Promotes a classroom environment that is caring and supportive to all students
3 13. Organizes and maintains the physical environment of the classroom in a pleasant and orderly
manner conducive to student learning and safety
1 14. Monitors students behaviors and activities in the classroom at all times
2 15. Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson
1 16. Teaches and reinforces classroom expectations, rules, routines and procedures fairly
Content
2 17. Demonstrates content area knowledge
 2 18. Effectively uses multiple representations and explanations that capture key ideas in the discipline,
guides learners through learning progressions and promotes each learners achievement of content
standards
1 21. Creates opportunities for students to learn and practice content language
3 22. Provides a real world context for lesson content
Instructional Practice
2 24. Creates lessons that encourage students to think creatively and critically and to solve problems
2 25. Develops clear lesson plans which include objectives, materials, activities,
adaptations/modifications and evaluation techniques based on the curriculum
2 27. Selects materials and activities consistent with the objectives of the lesson and students diverse
abilities resulting in appropriate adaptations and modifications
2 28. Applies the appropriate scope and sequence of objectives for teaching the curriculum (national,
state and/or local standards)
3 29. Uses available educational technologies for effective instruction
2 30. Provides opportunities for all students to successfully apply or practice knowledge and skills
learned
2 31. Designs assessments that align with learning objectives
1 37. Accomplishes smooth and orderly transitions between parts of the lesson
2 38. Communicates clearly to all students the objective and purpose of each lesson
2 39. Conducts class with poise, confidence and enthusiasm
2 40. Maximizes instructional learning time by working with students individually as well as in small or
whole groups
2 41. Gives clear directions
2 42. Provides focus on important points and checks for understanding
1 43. Uses a variety of effective and appropriate instructional strategies and resources
1 44. Encourages participation from all students through effective questioning strategies (e.g., equal
distribution, level variation, adequate wait time, probing and clue giving, and appropriate correctives
and feedback)
2 45. Presents lessons in a clear, logical and sequential manner
Professional Responsibility
2 45. Listens carefully to all students then responds in a professional manner
2 47. Demonstrates effective interpersonal skills
1 48. Maintains a consistently positive and professional demeanor

II. WRITTEN ANALYSIS OF LESSON

Attach or paste below your written self-analysis of the lesson using the Virtual Lesson Self-Analysis
Guidelines as a guide.

Summary of Lesson Plan:

For this lesson, the plan was focused on European Current Events. The students were given a short

journal assignment- a Guided Reading from the textbook. As this class was the only group given this

assignment in a previous class, there was only a few minutes needed to go over it. Once that was complete, the

next step was a lecture on European Events. This should have taken the entire class period. The only remaining
part of class was giving out a homework assignment, using the internet to find ethnic groups in Europe and a

current event for the students Country Research Projects.

During the lesson, I would like to say I saw professional demeanor. However, I am aware that my body

language requires work. I am not very proficient at getting across an assertive body language. Maintaining a

positive environment and appearance, that went well. Showing an assertive language without using words to

balance it out is not as easy. I had to hold my hand up and speak loudly to get student attention, when it should

not be needed. There was an enthusiasm for the material- speaking about World War One, I was quite eager to

get the information to the students. Moreover, I did put effort at coming across as competent. I did not speak

about topics I did not understand, and there was a focus on looking like the educator in the room. The person

who stands up at the front and talks about the subject, while interacting with the students as needed. This, at

least, I feel I am developing.

In classroom management, I was overall happy with what I saw. This is admittedly the best class for

behavior, however, the students were responsive and well-behaved. There was little need to correct behaviors-

mostly a couple boys in the back who enjoy talking with one another. These students required a bit of extra

reinforcement. It was necessary to raise my voice and make a joke about Russia to get attention brought back to

the front, though this appeared effective. In another case, it was necessary to actually say quiet down aloud to

get the students to calm down. This is the usual with this class, where there is occasionally a bit too much

talking and it becomes necessary to tell them to be quiet. In fact, while I did not notice any repeats of umm or

now in my speech, I did over rely on quiet down or tone it down. This is the largest flaw I saw in my

management- needing to vocalize the instructions. Perhaps, also, the fact I do not move a student unless it

becomes absolutely necessary instead of as the first option. The rules I do enforce- volume level, for example -I

am consistent in. There is no bias towards one part of the class or to one gender that I could see.

In the content of the lesson, I attempted to tie it to student knowledge as much as possible. I will admit I

have issues with differentiation in teaching strategies. My natural instinct is to teach how I would learn it, which

means focus on notes with questions given at important points in the lesson. It is difficult to integrate other

learning styles, and that does show in this lesson. While there were different strategies integrated into the
lesson- notably using images as much as text -there were not as many as there could have been. In hindsight, I

do need to improve on this. That being said, the focus of the lesson- on European events -remained true

throughout. There was no deviation in the focus, keeping student attention on the lecture. Questions were asked

of the students, bringing them into the lesson instead of just talking at them. I brought in prior knowledge as

much as possible, notably with tying the culture clashes in Europe to previous lessons. As well as making a

comparison in Russia looming over Eastern Europe to a country eager to eat the neighbors. My transitions,

though, need work. I tend to just move from topic to topic without a hard transition. This was noticeable in the

recording.

Time on task is, likely, the area that went the best in this lesson. The students were kept working the

entire class period, with only a short break before and after lunch. This break gave them time to get energy out

of their systems and to bring focus back to the board. Otherwise, they were kept working on either notes or the

homework the entire class period. One of the strategies, in this case, was giving the homework early. In doing

so, I gave the students something to work towards when the lecture was complete. Remarkably, though this is

the best-behaved class, the students were not off-task. Outside the previously mentioned gossipers, they worked

on their assignment quietly and without deviating. I only had to keep my attention on them occasionally, though

I did look up and walk around the room while they worked. For the most part, however, there were no issues

with them staying on task the entire class.

Overall, I was pleased with the questions asked. I asked general questions- simple content area questions

-and higher-level questions. Such as attempting to get the students thinking on a political cartoon or how the

Brexit impacts the power of the EU. This question, in particular, was the one I was most proud of. Bringing the

students attention to how power can be lost if someone can defy that power, and getting them thinking on how

this could be a problem moving forward. However, not all the students participated and I did not use names for

individual questions, instead asking the class at large. This is a flaw I have noticed and find very difficult to

work around- I am too used to asking the class, not individual students. When given a chance, I will reply to

their hands with their names, but not ask direct questions. I also have problems with giving enough time to wait

for an answer or with prodding the students for answers. My instinct is to get the lesson done, and this means I

do not give much wait time. And that, if the students do not answer or show signs of answering, I answer for
them. Not a good habit and one I find very difficult to break. This said, I was pleased with the positive feedback

given- I make a concentrated effort towards varying that up. The usual good job mixed with greats or

excellent or on the right track. I try to be as supportive in these responses as I can be.

Directions went well, in this lesson. I always make a point of providing both verbal and written

directions, as this is one area of differentiation I do understand well. Students need both vocal and written

directions, depending on the student. As well, there are always questions asked on if the students understand the

directions. Even in the lecture I paused and asked if they had any questions over the material. The students

never asked any, but it is important to ask. With following the directions, the students appeared to do it well.

They did the work and there were no needs to clarify on the instructions, though some did have issues with

understanding the BBC website. Evaluation will have to wait until I see the homework returned. This particular

lesson, in the need to get the material across, did not leave time for checking understanding outside of the

questions asked. I did attempt to see if the students were understanding the material with those questions,

however, the only evaluation/assessment is the homework. This will be the marker of how well they retained

the material, though it will not be until next class that I see it.