I have attached a sample of this paper. Please use as a reference.
Instructional Synopsis
CAEP Standards 1a, 1b, 1d, 2a 2c, 2d, 3a, 3b, 3e, 4a, 4b, 4c, 5c
TESOL 1a, 1d, 2c CAEP 3a CLO C2 CLO A1, A2 A3. D2
Times Roman or similar font, 12 point
Instructional Synopsis are detailed analyses of lessons you have observed your cooperating teacher present.
All aspiring teachers benefit from the firsthand experience of observing effective teachers at work and practicing under their direction. The challenge for teacher preparation programs is not only to provide teacher candidates with enough practice but also to ensure that the practice, regardless of length, is a high-quality experience.
The evidence for the importance of high-quality clinical experience is undeniable. A 2010 National Research Council report said that clinical experience is one of three “aspects of preparation that have the highest potential for effects on outcomes for students.”2 Remarkably, Daniel Goldhaber and his colleagues at the University of Washington reported in 2019 that first-year teachers can be as effective as typical third-year teachers if they spent their student teaching experience in the classrooms of highly effective teachers.3
You will be analyzing two of your observed lessons using this outline:
Learning Objectives are clear statements of what the teacher wants the students to be able to do as a result of the lesson. Start them with, “Students will be able to…” The verbs you use in your lesson objectives should be action verbs or verbs you can use to measure performance. Passive verbs are often immeasurable and so should be avoided when writing objectives. Passive verbs to avoid include know, understand, appreciate, believe, enjoy, etc.
Activating prior knowledge: “Prior knowledge” is the knowledge base students bring to a lesson or specific topic.
Key Vocabulary: Here you list the new words and terms introduced and/or used in the lesson.
Materials: Include all materials used, with as much detail as possible. If the teacher reads a book to the class, include the author and title. If class is doing an art project, make sure all materials are listed.
Strategies used to motivate and engage student learning refers to a brief activity that “hooks” learners at the beginning of a lesson. It can be a story, a picture, a song—anything that stimulates interest.
Lesson Plan Procedures: Here is where you list all the steps involved in the lesson. Include here any key questions posed to the children.
Differentiated Instruction: How does the teacher modify and/or enhance the lesson to accommodate all kinds of learners? This may include assistive technology, tiered activities, as well as activities geared to various learning styles (kinesthetic, visual, etc.).
Opportunities for Practice: How do students demonstrate that they have grasped the skills and concepts their teacher has presented? A practice activity can be individual or cooperative.
For example, going over examples together as a group to see how the students do.
Comments: This is NOT a summary of the lesson (“the lesson went very well”). It is how a teacher wraps up a lesson and help students organize new information into a meaningful context in their minds. For example, at the end of a lesson the teacher may engage students in a quick discussion about what exactly they learned and what it means to them. Or perhaps the teacher has students come up and share with their classmates whatever they had been working on.
Assessment: This refers to methods used by the teacher to assess student understanding of the lesson’s learning objectives. In other words, it is how the teacher determines if students have learned the content taught. Assessment may include informal observation, projects, completed work, tests, etc.
Classroom Management: This is where you list any classroom procedures used to manage behavior (such as using table captains, marble jar, “stoplight” management, tickets, etc.)
Promoting an environment where diversity is celebrated: How did the teacher incorporate multiculturalism into the lesson?
It is likely that not every lesson you observe will include all elements listed here. If, for example, the teacher did not differentiate instruction, state what you might have done differently if delivering the lesson.

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