Paiget TIPR

1. I think that overall the subject I am observing is constantly putting students at disequilibrium. The students just finished an assignment where they were required to show the class their favorite piece of theater and explain why it is their favorite. He gave them the option of getting extra credit if they performed the theater for the class. I saw a shy girl dance in front of the class. She admitted she had never danced in front of people before. It was amazing to see her make herself vulnerable and be so brave. She took her initial idea of theater, acting, and had to assimilate dancing and other forms of performing into her definition of theater. The teacher made sure everyone was aware that no negative comments on anyone else's presentation would be tolerated. That the stage is a safe place. This was easy for the other kids to accept as he has made it a point to help the students get to know each other and become friends. The teacher directs his instruction to the formal operational stage of development. His class is about finding their identity and seeing things from other points of view.

2. The needs of these students in respect to Piaget's theory lie in the formal operational stage. The students in this drama class are looking to fit in, to find themselves, and to look outside themselves. At times they could use more logical thinking, however I feel like there are plenty of classes for that. Drama lets them explore the less logical side of life. That is as it should be.

3. I plan to give the students scenes to perform that they would not normally experience. This will allow them to look at things from a different perspective and see if there is something in their life that they can use to act and connect with their character.

Assessment TIPR + edTPA Prep

1. Mr. Walker just finished a unit on pantomime. He had the children try pantomiming different things at the beginning of the unit and then again at the middle of the unit. He used this as an informal assessment of what they had learned so far. At the end of the unit he did a formal assessment in the form of a pantomime they created themselves. He had them perform for each other and myself, I gave feedback then after working on the pantomime for another day they performed for him. He also gave feedback immediately and spent time helping to show a couple students the value of acting.  He explained how competitions give scholarships. These students have been more willing to participate and have been trying harder since he spoke with them.
The kids were graded based on their improvement. They were given a clear rubric and given guidance throughout.
The assessments were valid, practical, and unbiased.

edTPA
1. The teacher used formative assessment to see what the kids had grasped and what they needed more help and instruction on. Being able to observe the students trying the same things (in game form) throughout the unit shows him what progress is being made.
2. The teacher does not have any exceptional students in this class. He does allow a little extra time for some students with learning disabilities and rough home situations.
3. The teacher gave feedback on the grading form that the students were given at the beginning of the assignment. He then gave feedback after the assessment and showed the students the grading sheets. He had them perform in front of peers and myself that also gave feedback before the final assessment. This gave the students a chance to improve based on feedback before they performed for him.