My+Self+Data+Chart+and+Reflection

=Click on Links to View My Jing Video Analysis as a Supplement to the Data Chart Below=

[|Jing Analysis 1] [|Jing Analysis 2] [|Jing Analysis 3] [|Jing Analysis 4] [|Jing Analysis 5]

** Samples ** ||||  ** In-the-class ** ** Benchmarks ** ||  ** Peer ** ** Feedback ** ||  ** Instructor ** ** Feedback ** || Kaly and Tania – I’m so sorry I missed your lesson but Lee and I met today and she gave me a very favorable report on the class! She said strong planning was evident throughout your lesson and your “teacher presence” established you as the people in charge of the classroom. However, I did not see your lesson plan posted in the threaded discussion area, so please be sure to post it.
 * ** Learning Goals for the Course ** ||  ** Thinking Data **  ||  ** Work **
 * ** Gathering, Analyzing, & Using Data ** || My analysis of my internship school state-level data || Data Work Sample |||| Data Benchmark || Data Peer Feedback || [|see Professor Elliott's Feedback to my Required Online Module Post (in which I discussed the CGM) here] (if link doesn’t work due to necessity to sign in, find link under my response in Required Online Module page on 5030 ecollege) ||
 * ** Differentiated Instruction ** || DI Thinking Data || DI Work Sample |||| Online Access to Tania and My Co-Teaching Lesson on How to Manage Differentiation || DI Peer Feedback || Received through email:

Strengths – (from Lee’s notes and our discussion today)

1) your teaching collaboration was comfortable and effective

2) your organization of the lesson process was both excellent and creative - starting with group responses to the overarching questions and having the work stations set up ahead of time allowed the lesson to flow smoothly from beginning to end.

3) laminating and using the pictures as you did was creative and made the process a fun learning experience for your groups; they also liked the “moo cow” timer

4) the pacing was great – you kept track of the time and used it efficiently, beginning with your learning goals, assisting/clarifying where needed at the work stations, and closing with “something you learned & on which chart does it fit?”

I am looking forward to your final reflection! Lori ||
 * ** Special Education ** || SPED Thinking Data || PBS Module Includes Behavior Support Information that is often used in IEPs |||| SPED Benchmark ||  ||   ||
 * **Invisibility** || Invisibility Thinking Data || Invisibility Work Sample ||||  || feedback I gave a classmate about an invisible population she focused on in her Case Study ||   ||
 * ** Assessment, Policies, & Current Events ** || Assessment, Policies, and Current Events Thinking Data || Assessment, Policies, and Current Events Work Sample |||| Assessments, Policies, and Current Events Benckmark || [|See my response to Tania's Online Module on Non-Profits] ||  ||
 * ** School Context ** -

See Partner School Data on my Case Study Data Chart HERE

UC Denver:

[|school website], [|demographics] data, and [|our role in the community]. |||||| ** National Level Context for Teachers in Urban Settings – **


 * [|Teacher Turnover in Urban Education] **


 * [|SAT Scores and Family Income Data] **



[|What Every Teacher Need to Know About Poverty] ||
 * = **Recommended Grade**: A ||