Clinical Experience
Clinical Reflection
This assignment will be evaluated on LiveText . Clinical Cooperating Teachers will observe the lesson and complete a feedback form (see Materials below). This assessment includes three parts. Evidence of each part of the assessment must be uploaded in Livetext: (1) the lesson plan, (2) the feedback form from the lesson observation, and (3) the post-reflection. The final evaluation will be completed on LiveText by the TCH 258 instructor. However, candidates will submit the clinical documentation online through their TCH260 course.
Make sure to provide the name of your clinical partner in your lesson plan and your reflection, school name, grade level, and name of town.
Please share the assignment description with your Cooperating Teacher.
PART 1: Lesson Planning. Candidates will be required to develop an instructional activity on an approved social studies content topic discussed in class for the age they are working with in their clinical setting and work with their cooperating teacher to plan and coordinate social studies curriculum. The activity must include fully developed learning objectives which align with the Illinois Learning Standards and developmentally appropriate assessment strategies aligned with the activity objectives. [edTPA Lesson Plan Template]
Candidates will be required to work with their clinical cooperating teacher.
PART 2: Lesson Implementation. Candidates will be required to work with their clinical cooperating teacher and TCH 258 course instructor to implement the activity developed on the clinical site. [Cooperating Teacher Feedback Form]
PART 3: Post reflection. Please develop a 2-3 page reflection using the following eight elements documented in the rubric (preferred) or use the following questions to guide your reflection:
Describe your students.
This assignment will be evaluated on LiveText . Clinical Cooperating Teachers will observe the lesson and complete a feedback form (see Materials below). This assessment includes three parts. Evidence of each part of the assessment must be uploaded in Livetext: (1) the lesson plan, (2) the feedback form from the lesson observation, and (3) the post-reflection. The final evaluation will be completed on LiveText by the TCH 258 instructor. However, candidates will submit the clinical documentation online through their TCH260 course.
Make sure to provide the name of your clinical partner in your lesson plan and your reflection, school name, grade level, and name of town.
Please share the assignment description with your Cooperating Teacher.
PART 1: Lesson Planning. Candidates will be required to develop an instructional activity on an approved social studies content topic discussed in class for the age they are working with in their clinical setting and work with their cooperating teacher to plan and coordinate social studies curriculum. The activity must include fully developed learning objectives which align with the Illinois Learning Standards and developmentally appropriate assessment strategies aligned with the activity objectives. [edTPA Lesson Plan Template]
Candidates will be required to work with their clinical cooperating teacher.
PART 2: Lesson Implementation. Candidates will be required to work with their clinical cooperating teacher and TCH 258 course instructor to implement the activity developed on the clinical site. [Cooperating Teacher Feedback Form]
PART 3: Post reflection. Please develop a 2-3 page reflection using the following eight elements documented in the rubric (preferred) or use the following questions to guide your reflection:
Describe your students.
- How did individual differences, background knowledge and experiences, family and community influence their learning?
- In what ways did you foster positive relationships, cooperation among learners, student decision-making, and resolution of conflict?
- In what ways did your students engage in conversations related to their learning? Student to student? Student to adult?
- In what ways might your students have engaged in conversations related to their learning? Were opportunities missed to encourage and support this?
- What strategies were used to stimulate and encourage higher-level thinking?
- What barriers or obstacles, if any, were barriers to deeper cognitive engagement?
- What additional strategies might have been used to stimulate higher-level thinking skills?