GTCH 3103: Project Based Learning

TEACHING FEEDBACK FORM – Teach # (please circle): 1 2 3 4 5 6 7 8 9 10

Observer Name: _Magee____________________ Observer Role (please circle): Mentor Teacher Instructor TA

GWTeach Student: _Alex Lambert______ Class/Subject Area: __AP Biology_________

ESSENTIAL PRACTICE 1:
Evidence/Comments
CULTIVATE A RESPONSIVE LEARNING COMMUNITY
1A: Supportive Community
All students are valued members of a welcoming
Level and responsive learning community. Students are
4 authentically welcoming and responsive to one
another. The strength of this lesson was your baking sourdough with the
Level All students are valued members of a welcoming starters students made. This brought a personal element to the
3 and responsive learning community. day that is hard to come by.
Level The teacher is respectful of students; students
2 generally comply with the teacher’s directions.
Level
The expectation of Level 2 practice is not met.
1
1B: Student Engagement
All students are engaged throughout the learning
experience OR almost all students are engaged
throughout the learning experience and the
Level
teacher responds to disengagement by inviting
4
students back in to the learning experience.
Students demonstrate deep investment in the
learning experience. I think the student who did not have starters/bread were a little
All students are engaged throughout the learning confused how to proceed. I wonder if it would have been better
experience OR almost all students are engaged to have a stock sourdough (maybe your recipe?) that they
Level
throughout the learning experience and the could've used?
3
teacher responds to disengagement by inviting
students back in to the learning experience.
Almost all students are engaged throughout the
Level
learning experience; the teacher does not respond
2
to student disengagement.
Level
The expectation of Level 2 practice is not met.
1

ESSENTIAL PRACTICE 2:
Evidence/Comments
CHALLENGE STUDENTS WITH RIGOROUS CONTENT
2A: Rigorous Content
The learning experience is both aligned to
Level academic standards and challenging for students.
4 The learning experience fosters students’
THe use of the starters and baking of the bread was a great way to
intellectual curiosity about the content.
go about teaching cell respiration. I think a little bit more
Level The learning experience is both aligned to
structure in the ‘how would you make the starter differently?’
3 academic standards and challenging for students.
portion. A little bit more planning might’ve allowed you to
The learning experience is aligned to content
Level include a peer review portion.
standards but is not sufficiently challenging for
2
students.
Level
The expectation of Level 2 practice is not met.
1

updated Fall 2019

GTCH 3103: Project Based Learning

ESSENTIAL PRACTICE 3: LEAD A WELL-PLANNED,

Evidence/Comments
PURPOSEFUL LEARNING EXPERIENCE
3A: Skillful Design
The learning experience is well-planned such that
all tasks and activities are connected to one
Level another and effectively promote student
4 understanding. The learning experience is
designed to maximize time for students to grapple
with content.
The lesson was great and students responded really well! I just
The learning experience is well-planned such that
think that we could have thought through some of the structure &
Level all tasks and activities are connected to one
time allocation in order to ensure that it moved along a bit
3 another and effectively promote student
smoother.
understanding.
The learning experience is not sufficiently
Level organized OR includes tasks or activities that are
2 not entirely effective at promoting student
understanding.
Level
The expectation of Level 2 practice is not met.
1
3B: Skillful Facilitation
Level The learning experience is clear* and all students
4 are able to access the content.
Level The learning experience is clear* and almost all
This could easily be worked ‘up to’ a 4 depending on the
3 students are able to access the content.
responses that students gave you for the exit-ticket.
Level The learning experience is not sufficiently clear*
2 for students.
Level
The expectation of Level 2 practice is not met.
1
* In certain instructional situations such as an inquiry lesson, a teacher might intentionally offer a task or question that is unclear for students. In such circumstances,
evaluators should assess clarity by considering whether this approach promotes greater student understanding of the content.

ESSENTIAL PRACTICE 4:
Evidence/Comments
MAXIMIZE STUDENT OWNERSHIP OF LEARNING
4A: Cognitive Work
Students spend the majority of the learning
experience engaged in meaningful cognitive work,
Level
including explaining their thinking with appropriate
4
evidence, applying their understanding of content
to complex tasks, or both.
Students spend a significant portion of the learning
experience engaged in meaningful cognitive work,
Level
including explaining their thinking with appropriate Again, I want to point to the strength of the lesson being the
3
evidence, applying their understanding of content personal connection that you helped learners develop with the
to complex tasks, or both. content through the use of the starters.
Students spend a significant portion of the learning
experience engaged in work that is not entirely
Level meaningful because either there is more
2 teacher-directed instruction than appropriate or
student work consists of rote tasks misaligned to
the rigor of the intended learning.
Level
The expectation of Level 2 practice is not met.
1

updated Fall 2019

GTCH 3103: Project Based Learning
4B: Higher-Level Understanding
All or almost all students demonstrate movement
Level
toward higher-level understanding as a result of
4
their participation in the learning experience.
Most students demonstrate movement toward
Level
higher-level understanding as a result of their
3
participation in the learning experience.
While I’d like to have seen the work that they came up with, the
Some students demonstrate movement toward
Level way you designed this lesson certainly did a great job moving
higher-level understanding as a result of their
2 students towards deeper understanding.
participation in the learning experience.
Level
The expectation of Level 2 practice is not met.
1

ESSENTIAL PRACTICE 5:
Evidence/Comments
RESPOND TO EVIDENCE OF STUDENT LEARNING
5A: Evidence of Learning
The teacher consistently gathers evidence about
the depth of understanding for a range of students
Level in order to gauge their learning progress. Students
4 understand how what they are learning and doing
fits into a larger learning progression and/or unit
of study. Again, it’s been great to see how your thinking around CFU’s has
The teacher consistently gathers evidence about developed in such a short time. Did any students not understand
Level
the depth of understanding for a range of students how the content related to the sourdough.
3
in order to gauge their learning progress.
The teacher inconsistently gathers evidence about
Level
the depth of understanding for a range of students
2
in order to gauge their learning progress.
Level
The expectation of Level 2 practice is not met.
1
5B: Supports and Extensions
Level The teacher consistently tailors effective supports
4 and extensions to individual student responses.*
The teacher consistently responds to evidence of
Level It was fun to see your thought process around CFU’s evolve over
student understanding by providing effective
3 these 5 lessons. Continue tinkering with your structures and
supports, extensions, or both.*
collecting data that allows you to test understanding
The teacher inconsistently responds to evidence of
Level in-the-moment
student understanding by providing effective
2
supports, extensions, or both.*
Level
The expectation of Level 2 practice is not met.
1
* In certain instructional situations such as an inquiry lesson, a teacher might not offer an immediate intervention as students grapple with content. In such
circumstances, evaluators should assess degree of support by considering whether this approach promotes greater understanding of the content.

ADDITIONAL COMMENTS:

It’s great that you want to engage learners in discussion straight away, but consider having students respond to the
prompt in writing. This gives you the chance to sort some pre-class logistics out as well as gives kids a chance to sit
quietly and develop their writing; I really liked to move to analyze the data both QUALITATIVELY & QUANTITATIVELY; nice
job checking for understanding of the counting activity (Cold-call for Nadria);

updated Fall 2019

GTCH 3103: Project Based Learning
Observer Signature: __________________________________________ Date:
________________________

updated Fall 2019