Guided
Clinical Experience Worksheet

Your
program requires three Guided Clinical experiences that will require
you to teach at least two lessons to a small or whole group. For each
of these lessons, the clinical experience teacher at your placement
site will use the Guided Clinical experience Rubric to evaluate your
performance on the pre-assessment, instruction, post-assessment, and
reflection of the lesson. Refer to the Guided Clinical Experience
resources in your Teacher Education Handbook for further information
on how to submit the rubric to your clinical experience teacher.

Follow
the instructions below to ensure you complete all necessary
components of the Guided Clinical experience.

Site Demographics

Complete
the following information about the school and class demographics
at your placement site:

1. Type of school (public/charter/private)
2. School diversity (predominant demographics, specialized populations
   served)
3. Title I school? (Y/N)
4. Content area and grade level
5. Student diversity in class (special education, remedial education,
   English language learners, gifted and talented, ethnic or cultural)

Describe how this information will influence your approach to
teaching this group of students.

Guided Clinical
Experience

Complete the following steps and observations. Write your
responses on a separate document and submit the file along with your
Lesson Plan Template to your course instructor.

Part 3:
Post-Assessment (Domain 3)

1. As part of your lesson delivery, conduct a post-assessment to
   determine the extent to which students met the lesson objectives.
   Select one of the following:
   • Create and administer the post-assessment
   • Administer a teacher-prepared post-assessment
   • Observe a teacher administering a post-assessment
   • Collect post-assessment data from clinical experience teacher

1. What assessment was used? How did you or the teacher score the
   assessment?
2. What does the data tell you?
   • What were the students’ key areas of opportunities and strengths?
   • How did the students perform on the post-assessment in relation to
     the pre-assessment?
   • How can post-assessment data inform your future instruction?
   • Provide a graphic representation of the results.

Part 4: Reflection
(Domain 4)

Record
your observations and thoughts on your lesson delivery in an informal
anecdotal record or journal. This record does not need to be
APA-formatted, but will accompany the submission of your paper.

Consider
reflective questions such as: What went well? What didn’t go well?
How did you feel? How did the students respond? What could you do
differently?

Write
at least a 700-word reflection of your instructional experience based
on these observations. Include the following sections in your paper:

1. Analysis of results

• Did students master the lesson objective(s)? Why or why not?
• What explanations do you think may account for the results? How can
  this explanation be supported by theory or research?

Reflective practice

• What opportunities may I have missed?
• What would I do differently next time?

Educator dispositions

• Reflect on your planning and lesson delivery and the dispositions
  of effective educators outlined below. In what areas did you do
  well, and how can you continue to develop in all areas?
  • Professional competence and responsibility
  • Professional and collaborative relationships (valuing diversity)
  • Critical thinking and reflection

Liberation Teaching (Ch. 12)

Choose 1 of the following questions (1, 2, or 3) for this week’s discussion:

1. Rico is a young boy in your program. This afternoon, he put a towel around his neck and shouted “Super Rico!” as he jumped on two other children reading quietly in the library area. He hit the children a few times and then grabbed their book and ran away, laughing and yelling, “I saved the magic book!”

a. What is the most probable source of Rico’s violent activity?

b. Where does Rico most likely fall in the violence pyramid?

c. Which level of mistaken behavior do you think this instance falls under, and why? How would you handle this situation?

2. Referring to the text, identify a guiding principle important to you in relation to each of the following:

• Guidance response to bullying
• Liberation teaching
• Resiliency mentoring
• Antibias education
• Peace education
• Levels of parent engagement

Discuss the importance of these principles to you in your professional development.

3. Interview a teacher about bullying and his/her response to it.

a. Do some children seem to bully more than others?

b. Are some children more likely to be bullied?

c. How does the teacher work with the class to prevent bullying? Work with individuals frequently involved?

d. Compare your finding from the interview with what the text says about these questions.

a minimum of 2-3 short paragraphs and a maximum of 4 paragraphs.

Select ONE of the five prompts to answer in a 3-6 page double spaced argumentative paper. Have a clear thesis and defend it. My recommendation is to answer the question. Look at the question or topic – decide what points you need to make to answer the question – support each point with relevant evidence – and keep the essay focused – one explicit point per paragraph. Provide a summary and you will be fine.

-Which was the more important the development of naval power, 1905-1945: the diesel-electric submarine, the airplane, or the dreadnought battleship? Provide clear and explicit criteria for measuring importance.

-Compare and contrast the concepts of Mahan and Corbett with the Jeune Ecole. How do they differ? How do the agree with one another. What were their assumptions?

-Compare and contrast the utility of naval power in WWI and WWII in European theatres. How are you defining “utility”? What criteria are you using to compare the utility?

-Compare and contrast the utility of naval power in the European vs the Pacific theaters in WWII. How are you defining “utility”? What criteria are you using to compare that utility?

-To what extent did the “lessons” of sea power in WWII shape the naval policies of the U.S. in the Cold War? Do not confuse strategies, tactics, and doctrines.

CITING:
The credibility of evidence is extremely important to historical research and writing. It should also be an important part of anyone’s “critical thinking skills.” This is a fancy way of saying that establishing the credibility of one’s sources is common sense. Because of the importance of credibility, there are two concepts which are used in this paper. The first is citations and the second is “vetting:”

1.Citations: These are specific references to the sources of assertions of fact. Students usually know that they need to cite quotations. What some do not appreciate is the need to cite any assertion of fact that is not common knowledge. It does not matter that you have put it into your own words. If you are presenting a fact that is not common knowledge, you need a citation to tell the reader where that information came from. This may take the form of a footnote, an endnote, or a parenthetical citation. Note: Simply noting the number of the work in your bibliography in the text of your paper is NOT an acceptable or recognized citation format.

2.Bibliography. In conjunction with this, all papers need a complete bibliography, listing all sources which were used in writing that paper –regardless of whether or not they were cited in the paper. Remember, while the necessity of a citation is a judgment call, when in doubt it is usually a good idea to provide a citation.

3.Vetting: This is the information which you must supply to establish the credibility of a given source. It is a good idea to do this for all sources in one’s bibliography. IT IS REQUIRED FOR ALL INTERNET SOURCES. This means you need a short paragraph for each of these sources, explaining why this is a credible source. This means the author needs to establish the credibility of the site’s author, the sources they used, their objectivity, and the logic of their assertions. It is NOT enough to say “this is a credible site” or that this site was “useful.” Remember, it is up to you to prove that the site you used is credible –this is not assumed for internet sites.

The essay should be 3-5 pages long (double-spaced with 12 pt. type). You must have at least

three primary sources, but you may also use secondary sources as long as they are credible. You must document

your sources (both in-text and on your Works Cited page) according to the MLA system.