Lesson presenter: Maya
Observer: Kayla Henkelman
Lesson objective was clearly presented to class Yes or No
When and how?
It was presented and explained at the beginning of the class and was written in the second slide of the PowerPoint.
Assessment was aligned with the objective Yes or No
Why or why not?
The primary objective was for the students to be able to name and classify dog and cat breeds by using an assessment that required the matching of dog/cat breed pictures to breed names and breed classes. Her assessment entailed students practicing on multiple choice clicker questions to test their skills on whether they could match dog/cat breed pictures to breed names.
Instruction was aligned with the objective and the assessment Yes or No
How was it aligned?
Her assessment entailed students practicing on multiple choice clicker questions to test their skills on whether they could match dog/cat breed pictures to the actual breed names. This is exactly what will be required of students on the exam in the same exact format (just fewer questions).
Instruction actively involved learners Yes or No
How was active learning used?
Even though Maya relied on clicker questions for the majority of her presentation, she did an excellent job of explaining after each question why every other response was wrong. She mainly did this by pointing to the different pictures and asking the class what the correct name of that breed was or what class is belonged to.
Principles of UDL, learning styles, and/or multiple intelligences considered Yes or No
How were they considered?
Use of incentives: Kept students engaged by displaying clicker question rankings every 10 questions or so. This would allow students that like healthy competition the opportunity to excel in learning. Maya also had cookies for the students that were able to make the top rankings in her clicker question game.
Clicker question game: Allows students to express their current knowledge on dog and cat breeds and to see what they need to study for the exam
Visual Aids: Each picture Maya used was vivid and she had one available for each breed she presented which definitely helped the representation aspect of UDL when it comes to naming cat and dog breeds
Additional Comments:
Overall, I think Maya’s presentation was effective in achieving her learning objectives. I remember that, when I took the class, Dr. Balcom went through each relevant dog and cat breed in a PowerPoint presentation as a lecture with little means of expression for students. Maya flipped Dr. Balcom’s old class to fit the “flipped class” model and this allowed students more opportunity for them to express themselves and I think, ultimately led up to better retention of the presented material. I also give props to Maya for giving her lecture almost during the very first week of classes. Good job!
Observer: Kayla Henkelman
Lesson objective was clearly presented to class Yes or No
When and how?
It was presented and explained at the beginning of the class and was written in the second slide of the PowerPoint.
Assessment was aligned with the objective Yes or No
Why or why not?
The primary objective was for the students to be able to name and classify dog and cat breeds by using an assessment that required the matching of dog/cat breed pictures to breed names and breed classes. Her assessment entailed students practicing on multiple choice clicker questions to test their skills on whether they could match dog/cat breed pictures to breed names.
Instruction was aligned with the objective and the assessment Yes or No
How was it aligned?
Her assessment entailed students practicing on multiple choice clicker questions to test their skills on whether they could match dog/cat breed pictures to the actual breed names. This is exactly what will be required of students on the exam in the same exact format (just fewer questions).
Instruction actively involved learners Yes or No
How was active learning used?
Even though Maya relied on clicker questions for the majority of her presentation, she did an excellent job of explaining after each question why every other response was wrong. She mainly did this by pointing to the different pictures and asking the class what the correct name of that breed was or what class is belonged to.
Principles of UDL, learning styles, and/or multiple intelligences considered Yes or No
How were they considered?
Use of incentives: Kept students engaged by displaying clicker question rankings every 10 questions or so. This would allow students that like healthy competition the opportunity to excel in learning. Maya also had cookies for the students that were able to make the top rankings in her clicker question game.
Clicker question game: Allows students to express their current knowledge on dog and cat breeds and to see what they need to study for the exam
Visual Aids: Each picture Maya used was vivid and she had one available for each breed she presented which definitely helped the representation aspect of UDL when it comes to naming cat and dog breeds
Additional Comments:
Overall, I think Maya’s presentation was effective in achieving her learning objectives. I remember that, when I took the class, Dr. Balcom went through each relevant dog and cat breed in a PowerPoint presentation as a lecture with little means of expression for students. Maya flipped Dr. Balcom’s old class to fit the “flipped class” model and this allowed students more opportunity for them to express themselves and I think, ultimately led up to better retention of the presented material. I also give props to Maya for giving her lecture almost during the very first week of classes. Good job!