TPE 1: Pedagogical Skills Observer Commentary Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle
TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone
TPE 13: Professional Growth TEP portfolio Daily reflections
Observation Focus:
Lauren Daus & Jose Ortiz 1/29/14
O. Navarro Augustus Hawkins Per 2
Observations/Commentary/Scripting
L Lauren J Jose S Student
Bell Rings
Students are walking in.
Ms. Moran is shaking students hands.
J lets have a seat, get started
Lauren is prompting students to get started. Students are talking
J How are you doing today by thumbs up, down J goes over the agenda.
As Jose is talking, student are also talking. J maintains the same voice level. Doesnt raise his voice.
S I didnt bring my notebook. L do you have paper.
The do now is on the board. What do you need to get done today?
Students are getting out their writing utensils.
L & J are passing back notebooks.
Students are talking across tables. Some students are organizing their notebooks (using glue sticks, etc.).
S Fuck that hurts.
Students are talking across tables.
About 5 students are on their phones.
Most students are working on their do now. Only a few students are off task (e.g., sitting without paper, talking, etc.).
L You have two more minutes to finish up this question.
Questions/Suggestions
I like how you kept your composure.
How do you address students when theyre being disrespectful?
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Observations/Commentary/Scripting
L and J are walking around the class.
L one more minute.
L 30 seconds
L we are going to go over the do now. S he didnt do shit. S Miss I didnt do anything.
J Can the material managers get the posters.
Lauren picks up the microphone and directs students to get the materials.
L asks if the groups more time. How much time do you need?
S- 10 minutes All day.
L Will give you 10 minutes, Im feeling generous.
Independent/Group work.
L & J are walking around and checking in with the groups.
Several students are on their phones.
Not many groups are working on their posters. They are sitting and talking.
L walks over to the middle table closest to the door. The students (Black male and female) tell her that they are done. She walks away.
L looks like everyone is done, were going to give you one more minute.
Class becomes quieter.
S Are we done, are we done.
S Can I step outside
J what do you need to do
The student is allowed to go outside.
L Before we do presentations, can you move the desk to make an L?
Students move the desk.
Questions/Suggestions
The microphone effectively allows you to be heard without raising your voice.
Was this an effective use of time? I did not see too many students working.
I like the arrangement of the desk in a L shape.
Presentation
Four students begin presenting.
J Can everyone hear in the back?
Students are reading the poster off the board. All the students are presenting.
Studetns ask questions.
S What does that grid mean?
J Were the export technological things what were they exporting?
J Resources? Can you name a few?
S What was the disease?
S They didnt explain it.
L Does anybody remember the disease?
Ms. Moran Before you move on, I need to make sure that you respect the people that are presenting. I see your phones out not necessary not necessary Cornell notes.
Students are writing down the assignment information.
Next group
The student are using the metaphor of superman to explain how the white man burden was portrayed.
S Deandre, did they just take the money?
S Did yall explain the white mans burden?
S Think its negative, they coming into your land as if they own it and trying to push their ideas.
J How does this relate to Imperialism? Do you want to huddle up.
Jose is guiding students to make the connection.
J I havent heard from everyone?
S can you do your part up?
Ms. Moran Hold up, yall being rude.
L Clarify the white mans burden
Ms. Moran I really appreciated the superman metaphor.
Questions/Suggestions
Ms. Moran helps facilitate the conversation.
Next group goes up.
Students introduce themselves.
S Can yall read that part over, I couldnt hear anything?
L How did they make all of this money?
S selling merchandise
Students walk off.
Next group.
Students spoke quietly.
S I didnt hear half your presentation.
S Germans wanted to spread light to the rest of the world.
L what were their reasons to bring light?
Lauren breaks down this phenomenon
J What does is document D about?
S I dont remember.
Students silently says, youre stupid.
J gives students group praise.
Last group is called upon.
Students begin their presentation.
One of the presenters goes back and forth. There seems to be some tension among the students.
Transitioning to the next assignment.
L tells students to close their notebooks.
L You should all this to the instructions. Mr. Ortiz and I put things about the room, so you need to find them.
Fruit snack activity. Students are rushing to get the fruit snacks. S I wasnt ready
L Once you get your fruitsnacks go back to your group. Questions/Suggestions
I like how students push each other to answer tough questions. This is done in a respectful way.
I see students being frustrated with their peers. It can be problematic when students check themselves.
L Lets debrief about the activity. Where were the fruit snacks?
Students give their responses Students seem engaged. Anxious to do the activity.
L How does this tie to imperialism?
L why do you thnk we put the fruit snacks in different places?
S I would of taken them all.
S You wanted to fight for this, like gold and diamonds.
S its like imports and exports
J For those that got more than 3 [fruit snacks], how did you get them?
S Im tall.
Transitions to Cornell Notes
L Who do you think the people are? So can everyone be quiet.
Lauren is lecturing.
Slide title: Spanish-American War
L Can anyone tell me what a revolt S Rebel
Lauren is asking students questions during C-Notes.
L Why do you think the US wanted this land?
S Use the land to grow resources that the US didnt have.
L With this strip of land they
S They probably used it to get to somewhere.
L Why do you think the US wanted control the money in Latin America?
L Can I get a thumbs up if you think its cool if the US [has a large amount of the Worlds money]?
Not many students are responding.
L If you can do a think-pair-share on the activity. There is a map projected.
It seems that not many students know what is going.
Can we leave our notebooks?
Ms. Moran - Ladies and gentleman close your notebooks.
Questions/Suggestions
The students seem engaged. This is a good example of an attention getter activity. This can help get the tone started.
This is a good activity, you could of extended this to make a stronger connection with the activity. Have students write, How does this activity relate to imperialism?
I like how you are asking questions to keep students engaged. However, you are asking a lot of questions, I recommend scripting the questions before hand.
I dont know if the students understand the directions.
Debrief:
In our debrief we talked extensively about creating a classroom culture that creates community. There have been new students who have been added to the class, which have affected the social dynamic of the course. There will be efforts to have community building activities weaved into the curriculum, classroom norms will be created, and student groups will be rearranged.
A big portion of the discussion was on the simulation. There was a recommendation to better tie the simulation to imperialism. This could have happened by extending the conversation or including a written component to have students reflect on the activity. Additionally, it was also recommended to have shifted the simulation to the beginning of the class, as an attention-getter. The students were very engaged in the activity and discussion of the simulation. Attention getters are critical and should not be overlooked. It can change the culture of the class period.
Lastly, we discussed the Cornell Notes activity. Lauren did a good job of posing questions during the lecture. It made the activity feel like an informative conversation. However, at one point there seemed to be an abundance of questions. I suggested that a couple question be scripted for each slide to give priority to questions that further the learning process.
In my next observation, I will focus on the Social Studies Disciplinary Rigor strand of the observation rubric.