Student was a little shy and the teacher motivated her by encouraging that she
got it and if she can teach, then she has learned it. The student then took her
time to write out her notes on the Rose chart and explained her points by
connecting it to her IBBC which she had already written out on a big chart paper,
but transferred on the board for audience.
The students used the ROSE chart to explain her point by putting information on
each letter for brainstorming. The student afterwards picked two topics to add to
her outline. The student picked her O and E. The student used an IBBC model
I: Intro:
B: Body Paragraph 1
B: Body Paragraph 2
After the student was done explaining her thesis by supporting with wat she had
had experienced and seen, the teacher joined the student to discuss on how the
conclusion would be argued against, and how she could respond, etc.
What did you learn from this experience? How will you use or adapt what you
observed in your classroom?
Well, I learned that English requires a lot more patience from both the student
and the teacher, as it requires student to be able to understand and, analyze and
express themselves in the best way possible in a coherent writing. And I think I
could apply this to science also of course, by giving them more time to read and
digest the information. In my classes, we usually go a little faster due to lack of
time. There are other factors such as number of students which is a lot smaller in
summer, therefore less class management issues, and there is more opportunity
for this type individualized student-teacher interaction.
Moreover, for this class, the teacher had to have a lot of control on how to guide
the student because it is very easy for student to digress, but the teacher had to
make sure that they follow the goal by having Student report out in front of
them. I think this was very important and convenient, because it helped student
feel more accountable for her work. So for instnance on their essays, students
had received different point-scores for understanding/analysis across generes,
literary texts, informational texts, composition, revision, and editing. This means
Reflection that students were aware of what they knew what they needed to improve on.
However, it was obvious to see how much effort the teacher had put in knowing
the student, searching and finding the appropriate strategies to help them
succeed.
For instance, in order to pull out the students report in this and for multiple
choice question, she used Eduphoria to pull out Incorrect response report euther
by questions or learning standards. Ms. Walker had used by questions where the
Eduphoria groups the students who missed the same questions and the teacher
can see what answer choice commonly mistaken for a correct answer and clarify
the misunderstanding.
The teacher had a lot of tool around her facilitate the class smoothly. For
instance, she constantly had her Google docs with resources she found necessary
as they proceeded. Also, she had the Coachbook to revise and edit the data. She
also would refer students to Google classroom and the teacher recorded videos
on OBS Studio. The Google classrrom helped to hold a flip classroom and they
collaborated with students to learn. I found OBS studio pretty interesting and I
figured it must have taken some effort from her to learn and implement in her
instructions. She did explain that she actually worked one of the 10th grade
students who taught her how to use this technology where she recorded her
desktop and herself to have extra resources available for students who needed. I
have not tried this, but I think I will have to maximize the time.
Since Ms. Walker had to design her instruction based on the data, it was
necessary for her to have a Data chart. She has made a PIE chart on Excell Data.
So, by looking at the colors, she can determine which students and questions she
needs to attend first or focus more, etc. This was very impressive as it kept her
pretty organized. Of course, it apparently took a lot of practice to adopt these
techniques.
For the Essay resources she had provided the students, she has used a table with
resources such as video and she also hyperlinked to transcripts. For video, in
order to restrict students only to what is relevant, she has hyperlinked the start
time ( which she actually showed me) and she added a stop time. I found this
very useful, because some videos are so long that students can easily get
distracted while watching. She guided very precisely based on the focused topics.
Attaching all the worksheets and pictures below. The signature is also on the
picture.
The following are the worksheets the teacher used for students and for herself to teach the class.
A description is provided for how to prepare this Pie Chart.
An example of the hyperlinked transcript.
Biology, 9th grade at HS Ingenuity taught by Ms. Turk was observed. Did not get
her signature due to summer, but providing her contact information
aturk@harmonytx.org
Identify and define the levels of organization in ecology that include: species,
populations, communities, ecosystems, and biomes
Use arrows to show the direction of nutrient flow and labels to identify the role
of producers, consumers, decomposers, detritivores, and saprophytes
2-How did the teacher begin and end the lesson?
Engage: Sorting the level of organization cups from smallest to largest one
Even though most of the students were trying to catch up or just wait for
instructions, there were some students that looked a little unmotivated or more
like they are tired due to lack of sleep or maybe they did not a chance to eat
breakfast. The teacher checks with them how the activity was going or if they had
any questions by coming closer to their desks. And sometimes, as the teacher
goes around the students just gets back to work.
The teacher set her standards high for students to achieve. The teacher believes
in the student centered and progressive style of teaching. And she also believes
that students are not functioning at the expected level.
I learned that a teacher has to keep trying even if they know that students are not
so motivated until they can achieve their purpose. Also they can look for
professional suggestions from their colleagues and instructional coaches to
improve the instructions.
It seemed students want that one to one attention, because they did seem to get
involved and participate when they teacher was talking to them individually. So,
maybe a reward system could help.
Reflection First of all the teacher is very well prepared and has a high knowledge of
the content and as for strategies
1. she has prepared and incorporated hands on activities that
requires group work
2. The teacher promotes independent learning by allowing students
to complete handouts and online quizzes using Schoology.com
Managing and being consistent with the class procedure (assigned seats, and the
order of the activity)and keeping track of time for each task were two of the
important tasks that I observed.
The teacher states that she has taught the same course for the past 6 years so
she can distinguish the effective activities. Also, the teacher ketpt a lot of the
strategies in an organized fashion in incorporate as needed similar to what Ms.
Walker had. I think that is something I work on as well. The teacher had also a lot
of online resources such as videos, games and reading materials that she had
included in her Schoology resources for her students.
The teacher is on vacation unfortunately, therefore her contact information is provided instead.