Katie+T

[] OBSERVATIONS: To Sir, With Love ** 1. Content ** Pedagogy **T** ** he teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. ** There is no rapore with the students in the beginning of the movie, and that is probably what makes his job most difficult. There is no mutual respect between teacher and student. The students lack engagement, and most appear to be completely un-interested in their education. Given the background by the fellow faculty, many of the students do not receive basic needs. By the end of the scene he has affectively built connections to their world, and content that will be discussed in class. He has recognized his faults by reflecting on his reactions to the students. He manages students by motivating them. He understands that they are rebellious and diverse learners. His future planning will evolve with his new understandings. The teacher will have to know his content to adapt it to student’s interests. Power Teaching: Power Teaching is very engaging when modified for specific classes. Most important aspect of power teaching is that we reduce the lecture time and replace it with interaction between peers. Having peers teach peers has been proven to be one of the most effective techniques for student retention. Repetition also solidifies the information learned. Cues that encourage quick responses keeps student engaged and on their toes. However, this can work against the teacher because there is no time for pondering ideas. This would be effective for learning the essential to a subject, because you can get through it quickly. Once the students have learned the basics, we can then begin activities where they can show and use understanding of content. 6th Grade Math Class on Operations: This is my favorite clip on power teaching. The teacher was effective and confident. Learning the Order of Operations can be confusing, but she presented it in a logical and fun way. Students remember more when they are having fun with words. She appears to be a veteran teacher because there was never a gap in the flow of her presentation. Classroom Rules: This clip was also great, because it is a way for teachers to quickly establish and review classroom norms/rules. Spending too much time on rules can cause more students to break the rules. We want to present the rules quickly and in a way they will remember, not beat it into them. When students are having fun they are more receptive. Teaching Power Teaching: Humor is very effective, and can be incorporated into the power teaching model because they are having fun. Keeping boredom out of the classroom will make you effective. Modifications maybe necessary, and that is sometimes what we will have to do in a regular lecture style lesson. Blooms Taxonomy:
 * 2. Student Development - **** The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. **
 * 3. Diverse Learners - **** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. **
 * 4. Multiple Instructional Strategies - **** The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. **
 * 5. Motivation and Management - **** The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. **
 * 6. Communication and Technology - **** The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. **
 * 7. Planning - **** The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals **.
 * 8. Assessment - **** The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. **
 * 9. Reflective Practice: Professional Growth - **** The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. **
 * 4. Multiple Instructional Strategies - **** The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. **
 * 5. Motivation and Management - **** The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. ** //Aristotle's Four Causes//: Essential to power teaching is repetition, brief explanations, catchy gestures and cues to capture attention.
 * 7. Planning - **** The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals **.

** 8. Assessment - **** The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. ** [] Observing the presentation of Blooms Taxonomy reinforced my understanding of taxonomy and why we should be using a hierarchical system to ensure that our students are achieving mastery. Standard are only the basics for what they have to learn, but do not reflect what has or will been learned. Standardized test also don’t serve much purpose for learning, and instead offer a reflection of what skills have been mastered based on standards. The taxonomy allows us to insure that mastery or higher level thinking is occurring. By having guidelines that encourage teachers to have students analyze, synthesize, and demonstrate understanding of content, we can insure learning is occurring.

[] Purpose at the assessment office is to insure learning. Taxonomy allows assessments to reflect what students should be learning, but does not reflect the practices, strategies, or methods teachers use to present content. Taxonomies are only useful if the teacher is using differentiating strategies for presenting content. If there is no engagement, then the taxonomies are useless. However, if a teacher is looking at the taxonomy and developing teaching strategies that will encourage mastery it will help the learner to become masters. Looking at Bloom’s Taxonomy has helped me to develop ideas for learning that will address the higher level thinking.

Classroom Observations:

**Section I: Background Information **

//Date: //November 15, 2010 //School (name and location): // Douglas High School, Douglas County NV  //Teacher: // Mr. Lilly //Grade Level: // 11 & 12 //Content Domain: //Humanities

**Section II: Observation Notes **

//Teacher Talk and Actions // The teacher began class with a quiz, and when taking it he said “you can get into pairs, but you cannot use notes. If you do not pair up with another student, you may use your notes.” This encouraged those who are not note takers to pair with others who equally prepared. However, students who prefer to do their work independently were able to use their notes to complete the quiz. This went on for 20-30 minutes. After a brief lecture with a power point presentation, the students were encouraged to get into pairs and read assigned paragraphs to then present using a jigsaw. Feedback I got from teacher was to insure that you don’t force students into partners or groups because at one point or another they have been burned by other students. Often if groups work is not clearly outlined, not all students will participate. At the end of class the students were asked to find a partner and were assigned a project of an element of art or cathedral that was teacher assigned. Not all students wanted partners and they were given same assignment, but to do individually.

//Student Talk and Interaction // I did see some partners working effectively together. However, there were those who tried to cheat and use notes too. Also, if pairs finished early they would end up talking about nothing to do with the class. The students who were not in pairs were quiet and seemed to be highly engaged in what they were doing.

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section III: Observation Reflection **


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">It appeared that the partnerships between students were effective. There were about 5 students that never worked with partners and did the quiz, assigned reading, and project solo. As far as the partnership with the teacher, most students appeared to like the teacher, and he did have a great sense of humor. He challenged mediocrity and really encouraged students to think for themselves and find out the facts. Whether it was online or in a book, he told his students to find the answers before making uninformed decisions. I can’t say how he partners with parents because I observed only one day, and this was an observation not an interview. He did have one of the school board members after class come in, and they appeared to have a great relationship.


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">Some activities that usually require some sort of partnership or collaboration are debates, projects that require many different perspectives, and think tanks. Collaboration is important for learning from others. While I did not observe effective group work, I feel I can make group work fun and productive. By having a job for each student in the group teachers can ensure each student is participating.

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section I: Background Information **

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Date: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> November 16, 2010 //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">School (name and location): //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Douglas High School, Douglas County District //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Teacher: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Mr. Eddy //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Grade Level: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> 12th //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Content Domain: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">US Government **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Mock congress **

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section II: Observation Notes **

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Teacher Talk and Actions: // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Mr. Eddy had students sit on left side of the classroom if they were democratic, and republican students sit on the right side of the classroom. Speaker of the house presented bills that the students previously wrote up as homework. The committee would ask for clarifications on bills presented, discuss any possible amendments or clauses that may need to be added to the bill, then the class voted on the bill. To pass without the potential for veto by the president, the bill needed 2/3rds of the vote. If the bill doesn’t pass with 2/3rds president (teacher) has the power to veto. This mock congress went on for the entire period, and was fun to watch. However, the teacher lacked control of the crowd. Many students made snide remarks, condescend other students, and were often snotty. The teacher would remind the class that they would lose points if they were not being respectful of the speaker. This threat didn’t seem to have much impact on the students, because they continued to be immature and rude throughout the period. The teacher had little crowd control, and when one of the bills presented was on marijuana, he immediately vetoed the bill, instead of pulling the student aside and discussing school appropriateness. There were a few inappropriate bills that obviously were a result of a lack of guidelines. //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Classroom Routines // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">There appeared to be no routines in this class. Class started immediately with the mock congress and having no code for behavior in place (at least not visible in the class) was reflected in the lack of respect student showed one another and the teacher.

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Student Talk and Interaction // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Some students had some very high level thinking abilities. Some of the bills presented were increasing exercise in schools, late start in schools, national ID cards to prevent racial profiling, and cell phone laws. All these bills had facts to back them. These students got very little recognition, but most of these laws were passed. The students who were recognized, and who instigated cross talk were those students that presented inappropriate bills, or bills that were either written that day, or were not very well thought out. Bills that supported minority or personal rights were not handled maturely by students. Issues on abortion, minority rights, marijuana, and federal laws (conservative influence in this district was apparent). Some comments were “that’s stupid,” “Of course she/he would vote for that bill,” “That is not fair,” and many other comments that were not appropriate and would not have been said in Congress. Whispering occurred between students; one student was made fun of and torn down for caring about issues in Africa. The teacher did nothing. I actually intervened to stop the cast sized behavior, and explained “billions of dollars every year are given to developing nations to feed, provide medical attention, and to educate children. While you may not agree with a proposed bill to send relief to the presented country, it is already occurring.”

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section III: Observation Reflection **


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">There appeared to be no behavior management techniques implemented. Maybe he established a code of behavior at the beginning of the year, but it appeared he had very little control in this class. The threat that students will lose points if they did not use appropriate feedback was more of a monetary management technique. I don’t believe this to be positive, because if not all students are held to a high standard from the start of the class, it will be hard to rein them in later. I don’t find grades to be a reasonable punishment, because it is not the students fault if the teacher did not institute social norms that were appropriate. Everyone in the class should know from day one that disrespectful behavior toward classmates is unacceptable. I fear this class, because this may be one of the teachers I have to student teach under. These students are seniors, and obviously need to realize these kinds of social behaviors will not get them very far.


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">There was no routine obvious in this class.


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">There was rolling of the eyes, and little respect for teacher input. Unfortunately, there was very little crowd control and students appeared to have animosities between each other that carried over class to class. I know this because a student came up to me to ask if what she said was rude or inappropriate. This was a clue to me that they are not quite sure what are expected of them and they are not sure what social norms are expected.

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in;">I chose this teacher for classroom management because he lacked control. Other teachers I observed appeared to have established social norms early in the semester, because students were tentative, respectful, and had procedures that were the same every day. Warm ups were often used to engage and get students focused, while quizzes were also used to start class. Students had papers/packets due at the beginning of the class, but this was not an everyday thing. Handouts were given to the students to guide them in lecture or to take notes on. Some of these handouts had blank boxes where students could answer questions that would help them to study for at the end of the unit.

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section I: Background Information ** //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Date: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">November 16//,// 2010 //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">School (name and location): //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Douglas High School, Douglas County NV  //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Teacher: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Mr. Monfiletto //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Grade Level: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> 11 & 12 //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Content Domain: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">AP US History & US History

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section II: Observation Notes **

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Classroom Technology //

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Teacher Presentation // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Mr. Monfiletto uses power points with note takers/guided handouts, and video’s that were downloaded from the Internet. I couldn’t see what website he used to show the students the 60 Minutes special on Sgt. Salvatore Giunta. Sgt. Giunta tried to save a fellow marine in the Korengal Valley in Afghanistan. He was recently given the Medal of Honor for his bravery; the only living soldier since Vietnam to be presented with this. Monfiletto told students about this soldier then showed the video. Monfiletto presented connection with current war hero’s and heroes of the past. In his second period he asked the students what were some of the problems both the north and south had at this time. He used a power point presentation with pictures of the Civil War (north and south life). He looked at both arguments and had the students argue facts for both the north and south. He had them do this by taking two books, and asking them who they believed to be the original audience for each of the books. There was a laptop in the front connected to a projector. Monfiletto also had a laptop in the back of the room for student use, and a desktop for school stuff.

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Student Technology and Interaction // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students discussed the key elements to the Civil War, and in the AP class it was much higher level thinking. There was discussion about social implications to the arguments for and against slavery. The students were broken into groups and were asked to list reasons for and against northern industry or southern slavery. Students had to base their opinions on the facts they read about in the text and handouts. Students didn’t really have access to using technology, except he did have students set up the video on Sgt. Giunta. There were laptops available, but not for every student, and he used the projector for his classes often. One student did use the computer to help design a tiger for shirts for one of the sport teams. This was not part of the class.

**<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Section III: Observation Reflection **


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">The teacher seemed very comfortable using technology, and it added the visual spatial many students need. Most of us are visual learners and require seeing what it is we are discussing. The video offered media that many of these students would not see if let to see it on their own.


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">The video presented was appropriate and very emotional. It is developing and element of student empathy. The students really didn’t use the technology themselves, but saw their lesson through a technological resource. These were seniors, and this was very appropriate for them to see.


 * 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; tabstops: list .5in; tabstops: list .5in;">There wasn’t any using of technology. Only watching of technology. Many students today can look up anything on the Internet and connect it to projectors for the class to view. One student in the front row did handle the task of pulling up the video and playing it nicely.