Inquiry for Teaching and Learning

Inquiry Observation Record (Part One)

DIRECTIONS: Your support provider gathers evidence during the observation as related to the Inquiry question. Dylan Scharf Participating Teacher XXXXXXXXXXX Support Provider: Inquiry Question(s)
How do I develop lesson plans that can achieve 80% engagement?

What evidence could your support provider collect in relation to your Inquiry question?
Observation, white board responses, verbal responses

CSTP elements addressed (from IIP)?

1.4, and 1.5

Time Observation Begins:

10:00

10:05 T: We didn't quite finish everything from yesterday. How many of you answered the questions last night? No one raised their hands. Lets give you a few minutes to answer those now. I'll put the questions on the screen.

T: If you already answered these questions last night. Then go ahead and do number 7-13 from the worksheet gave you yesterday. How many answered these questions yesterday.

A handful of students answered the questions.

T: guys I hardly every give homework, so when I do, I expect it to be done. I will give you until 10:14 to get this done.

Questions up on the screen. Teacher circulating. Most of the students seem on task.

S: asks teacher a question, teacher addresses it.

Students close to me are going over the information, one is explaining to the other.

10:14 T: How does the market create balance in the market? S: student volunteer attempts the answer, struggles a bit S: does it have to do with price floor and price ceiling? T: no T: What happens to prices when demand is too high? S: prices adjust, they go up T: Good - market will adjust as a market equiliubrium. T: #1's stand up. What is the difference between equilibrium and disequilibrium? S: Student chosen - student answers correctly and gets a ticket. T: What happens when you have price floors and price ceilings in the market? S: Student volunteer answers correctly and gets a ticket. T: Good job - those are some good answers. T: Teacher going through questions on the worksheet and asks for volunteers to answer questions and gets tickets if they are correct. Students also volunteer to come up and draw the graph on the board.

T; teacher clarifies answers on the graphs on the board. T: Teacher asks question from worksheet. #5's stand up. Teacher chooses one of the 5s. Student comes up and draws the graph. Good job. T: another question and a student volunteer comes up to draw the graph. Student draws the graph. T: Does this price floor create a shortage or surplus? S: Students raises hand and gives the correct answer - surplus. T: good - goes on to clarify answer. T: What are some benefits and downsides to minimum wage? S: answers correctly.

T: goes on to further talk about minimum wage and price controls. T: I think overall min. wage is a good thing to provide a living wage for students. Who watched the state of the union last night? Obama talked about raising the min. wage. Goes on to discuss min. wage. T: Are you pretty comfortable with price ceilings and price floors? Now in your group write down a list the 5 most important things we learned yesterday and today. Teacher circulates. Students are sharing with their tables for the most part and on task. T; 2 more minutes. Teacher interacting one on one with students. T: Make sure when you are writing these down you know why they are the most important. T: how many groups have all 5? a few groups raise their hands. I will give you another minute to finish up. T: Now I want you to get up out of your seats and find someone who is not in your group and narrow down the list to 3. Students begin to get up and circulate. Most students are up and participating. T: Now everyone narrowed it down to 3. Take a couple of minutes. Write down what you think was the number one most important thing you learned and why? Individually. Be ready to share your answer because I am going to randomly call on you. Students are writing their responses. T: I hear lots of talking so it sounds like you are ready. 5s stand up. There should be a number 1-6 at each group. Teacher goes through and renumbers. T: Teacher rolls the dice. 2s stand up. Laura - tell us what you thought was the most important thing you learned. S; Learning how the market adjusts.

T: good. Rolls dice. T: 3s Joseph/ S: Learning about price ceilings and how its the maximum price. T: so it puts a cap on prices? T: 1s, Rachel. T: did you come up with something different than the other two. S; Can you tell us anything else that is important. T: clarifies student answer. T: one more. 4s. adrian. S: Equilibrium is important because you are making the most amount of money as you can. T; clarifies and expands answer - businesses and consumers will always move towards equilibrium.

10:45 T: good job - get out your notes and we are going to move forward and talk about shifts. Teacher passes out tickets to students who participated. T: Write down these three questions. How do shifts in supply affect market equilibrium? How doe shifts in demand affect the market equilibrium? How can we use supply and demand to analyze changes in market equilibrium. Students write down the questions that are on the screen.

T: first we are going to talk about shifts in supply. Remember do not write down everything that is up there. You need to figure out what is important to write down. Students write down what is on the screen. Teacher goes over the content on the slide.

T: think about the graphs we have been using. Think about what they look like. Think about the supply line and think about what happens if that supply line shifts to the right? Has the equilibrium changed? Teacher gives an example of a supply curve shifting to the right...subsidies,etc. T: lets talk about excess supply. Teacher clarifies the content on the slide about how a shift in the supply curve can create a surplus. Producers have to do something with their price in order to reach a new equilibrium. We'll look at some graphs to show you how this works. T: The next slide - shift in the supply curve left and gives some examples of why the supply curve would shift left. Teacher clarifies why the shortage was created. 10:52 T: We are going to stop here because we need to tally up points. Calls out groups and how many tickets they received that day. Teacher puts the points on the board. T: Teacher collects the tickets and picks out students from a bin and students can get candy. 10:54 class ends