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Transcription
Ms. Wu gives feedback on a lesson based on the Teaching Out Clinical Rubric Standard 1, Learner Development. She rates the class as basic to proficient. She suggests developing more instructional strategies to meet students' needs and recommends writing the agenda on the board. She also suggests using reviews or simulations to aid understanding for different learning styles. The teacher appreciates the feedback. Good morning, Ms. Wu. Thanks for coming today. I would like to hear some feedback from you for today's lesson based on the Teaching Out Clinical Rubric Standard 1, Learner Development. Good morning, Xiaoran. It's very nice to be here. And based on the Teaching Out Clinical Rubrics I got, I think I would rate your class somewhere from basic to proficient. So from the rubrics, here's some of my feedback. I feel that your class meets some of the students' needs, but not all. You can consider developing more instructional strategies to meet students' cognitive, linguistic, social, emotional, and physical needs. In the beginning of your lecture, you discussed your agenda quickly. I feel it would be better if you can write it on the board and make it more clear. Because during your lecture, students might have forgotten that already. So they can refer to the board and know what's going to happen next. Then you spent 10 minutes on lecturing. I think that's a very good length. You also have a good formative assessment at the end, a quiz at the exit ticket. This is very good. You have a 10-minute Q&A time after your 10-minute lecture. You use this time to address standard one, which is taking care of each student's emotional, cognitive needs. I like this part. But this is not enough. You can consider using some reviews or simulations to aid your lecture and help students with different learning styles to understand this better. This is my feedback. I hope this can help you. Thank you, Ms. Wu. It's very helpful. You're welcome. Bye-bye. Bye-bye.
