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Instrument for Student Observation 5 Assisting Students Observer: Gemma Holdman Class Date: 02/28/2013 Class Times: 11:55-2:40

Class Location: Buchholz High School Room 8027 Course Title: Math for College Readiness

Teachers provide opportunities for students to interact and begin to problem-solve using the content that is presented in the classroom. This can be as simple as working on a worksheet provided by the teacher or continuing to work on a long-term project. In most cases, classroom time is allotted so that the teacher can observe how students are progressing and students can seek assistance if necessary. During todays observation you will be asked to circulate and assist students as they work on an assignment provided by the teacher. If possible, sit with groups of students so you can observe their interactions and listen to their discussions. Assist them if necessary. Concentrate on asking probing questions to uncover their understanding of the concepts. Move to as many groups of students as possible during each of the class period. (1)What was the purpose of the work provided to the students? Is there alignment between this work and the benchmark being taught? Is the work at or below the level of the cognitive complexity of the benchmarks? The days lesson focused on finding the minimum or maximum of quadratic functions. The benchmark of the day was MA.912.A.7.1 Graph quadratic equations with and without graphing technology. The cognitive complexity is a level 2, which addresses the basic application of skills and concepts. The work provided aligns with the benchmark being taught. Students must understand that quadratic functions have either a minimum or maximum and in order to successfully graph these functions it is helpful to be able to identify the min/max. The activity provided to students asked them to identify the minimum or maximum from either an equation or a graph. This work is at the cognitive level of the benchmark because students apply the concepts. (2)How did the students react to the assignment (i.e. were they overwhelmed or was it so easy they could engage in personal discussions while doing it)? Describe the interaction of the students with each other. It is routine for students to have a warm-up activity that students complete individually. If they have questions they may ask another peer to help them. The activity given to students was not overwhelming or too easy. After the allotted time ran out, the teacher would review the main concepts and do one or two problems. A few students each class period had questions on the concepts and procedures needed to answer the questions in the activity. Due to the different personalities students have, some prefer to work quietly alone, referring to the textbook when they have a question and others like to work with others, asking either a classmate or the teacher when they have a question. All three of the class periods have a mix of personalities.

Excluding the students that complain when any work is given to them, the remaining students did not react either positively or negatively. They knew what was expected of them and got on with it. (3)How did the students react to you? Did they see you as a facilitator or someone who had all of the correct answers? Since I have been in the classroom for several weeks now, the students are familiar and comfortable with me. Overall students believe I hold all of the correct answers but they know I do not simply provide them with answers. Students are aware that I facilitate the material/concepts. If students want help with a particular problem or concept, I first try to gauge their level of understanding. A lot of the times, students made a computational error and they needed to double-check their solutions. Other times students did not understand the concept at hand. In these cases I ask students a series of questions that will assist them in reaching understanding. Usually many students will have an aha moment followed by a big grin showing they understand. For this activity a couple students asked me to clarify a specific concept. I reviewed it with them and they verbally stated the steps they needed to take to solve the problem. In all, students see me as a facilitator but feel comfort knowing that I will help them reach a better understanding. (4)Drawing from your observation experiences, how could a PBI unit be structured so that it promotes a collaborative effort between student learning and teacher instruction? PBI units are structured around a big driving question. This question does not have a specific right or wrong answer so the teacher cannot simply provide the answer. Due to the nature of a PBI unit, a collaborative effort is created between the students and the teacher. The teacher provides students with the tools and resources they need in order to develop the knowledge and experience to try and answer the driving question. The unit is set up with both benchmark lessons and investigative lessons. The benchmark lessons refer directly to a specific mathematical standard. Within these lessons teachers instruct on a specific concept. The investigative lessons align more directly with the project and driving question. In these lessons, students explore activities that help them answer or find a solution to the driving question. The concepts from the benchmark lessons are needed to supplement the activities in the investigative lessons. In both types of lessons teachers scaffold the material and ask questions to build upon students understanding. Overall, the students and the teacher are working together as a team or unit to reach a specific goal.

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