HUFEOS
Harding University
Learning Page and Reflection
Intern
Cooperating Teacher
Cooperating School
University Supervisor
Grade
Subject
Date of Obs.
(If applicable)
Month
Day
Year
LEARNING PAGE
REFLECTION
To be completed before observation.
To be completed after observation, either by the teacher/Intern alone or by the
observer during the course of a post observation interview.
1. INSTRUCTIONAL OUTCOMES
What are the instructional outcomes for this lesson? (FFT – 1c)
To what extent did students learn what you intended? How do you know that?
(Provide evidence of one student that performed well and one that still needs
assistance. Describe how you will address future learning for both). (4a)
Why have you chosen these outcomes? (FFT 1c)
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
HUFEOS #005
Revised 2013
1
2.
STANDARDS
What specific district student expectations, state frameworks and content
standards are in your lesson? (FFT 1a)
Were these standards appropriate for this lesson? Explain. (4a)
How will this lesson engage students in significant learning? Explain.
(Bloom’s taxonomy, critical thinking, problem solving) (FFT 1e)
How did this lesson engage students in significant learning? Explain. (4a)
How do these goals fit into the broader curriculum, including prerequisite
relationships and broad concepts of this discipline? (big ideas, enduring
understanding statements, previous standards) (FFT 1a)
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
HUFEOS #005
Revised 2013
2
3.
ASSESSMENT
How and when do you plan to evaluate student learning? Show a variety
of assessments (formal, informal, modified). (FFT 1f)
Has anything that happened during this lesson influenced your evaluation plan?
If so, how has it changed, and why? (FFT 4a)
How are the assessments aligned with the instructional outcomes? (FFT 1f)
How will your students self-assess? (FFT 1f)
Why have you chosen this approach to evaluation? (1f)
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
How will you use the information from the evaluation to plan future instruction?
(4a)
HUFEOS #005
Revised 2013
3
4. STUDENT GROUPING
How will you group students for instruction? (FFT 1e)
How would you group students for similar instruction in the
future? Why? (4a)
Why have you chosen this grouping (based on what criteria)? (FFT 1e)
5. METHODS
What teaching method(s) will you use for this lesson? (FFT 1e) (What
does the teacher do?)
In what ways were your teaching methods effective? How do you know that?
(4a)
.
Why have you chosen this method or these methods? (FFT – 1a,1e)
What typical student misconceptions do you anticipate? W hat is your plan
to dispel them? (FFT – 1a)
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
HUFEOS #005
Revised 2013
4
6. ACTIVITIES AND PROCEDURES
What activities have you planned? (FFT 1e) (What will the students do?)
Activity
In what ways were your activities effective? How do you know that? (4a)
Time
Anticipated
Activity
Time
Actually Used
How do these activities represent high-level thinking? (FFT – 1e)
7. MATERIALS
What instructional materials (including electronic materials or media) will you
use? (FFT – 1d, 1e)
In what ways were your materials effective? (4a)
Why have you chosen these materials? (FFT – 1e)
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
HUFEOS #005
Revised 2013
5
8. ACCOMMODATIONS
What interventions or accommodations will be made? In all of your planning
for this lesson, how have you addressed the individual needs of this particular
group of students? (FFT – 1b, 1d, 1e, 1f, 4a, 4f)
Were these interventions or accommodations appropriate and how do you
know? (4a)
Cultural Heritage:
Language proficiency: (ELL)
Advanced Learners:
Struggling Learners:
Student Interests:
Economic Status:
Approaches to learning:
Other:
Adapted from Charlotte Danielson’s
The Handbook for Enhancing Professional Practice
HUFEOS #005
Revised 2013
6