Student teaching mid-term observation - University of Maine at ...
Student teaching mid-term observation - University of Maine at ...
Student teaching mid-term observation - University of Maine at ...
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3=Exemplary 2=S<strong>at</strong>isfactory Progress 1=Not S<strong>at</strong>isfactory N/O= Not ApplicableStandard 5: Instructional Str<strong>at</strong>egies 3 2 1 N/AChooses effective and appropri<strong>at</strong>e str<strong>at</strong>egies and m<strong>at</strong>erials to meetlearning goals and engage studentsMonitors and adjusts str<strong>at</strong>egies in response to learner feedbackUses multiple <strong>teaching</strong> and learning str<strong>at</strong>egies to engage students inactive learningDevelops clear, accur<strong>at</strong>e present<strong>at</strong>ions and represent<strong>at</strong>ions <strong>of</strong>conceptsIncludes the use <strong>of</strong> appropri<strong>at</strong>e technologyEmploys effective questioning and discussion techniquesEvidenceRecommend<strong>at</strong>ions3=Exemplary 2=S<strong>at</strong>isfactory Progress 1=Not S<strong>at</strong>isfactory N/O= Not ApplicableStandard 6: Management 3 2 1 N/ACre<strong>at</strong>es a comfortable, effective learning environmentEmploys principles <strong>of</strong> effective classroom organiz<strong>at</strong>ionUses a variety <strong>of</strong> str<strong>at</strong>egies to increase students’ desire andopportunity to learnCre<strong>at</strong>es an environment conducive to cooper<strong>at</strong>ive and independentworkAnticip<strong>at</strong>es and responds appropri<strong>at</strong>ely to student behaviorPreserves instructional time by minimizing disruptionsEvidenceRecommend<strong>at</strong>ions
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