![Picture](/uploads/2/5/9/7/25972702/6540771.jpg?257)
Observation 1
School: BJHS
Time: 11:10-11:40 & 12:10-12:40 (B lunch split in between)
Date: 2/26/14
Population: Approximately 180 students in 7th & 8th grade
Teacher: Rene
Materials: Whiteboard; dry erase markers; graphic organizer; chapter notes handout; math worksheet
Curriculum: 1) Introduction of chapter terminology; 2) Discussion on chapter concepts and goals
3) Modeling of creation of pictographs based on story problems; 4) Modeling estimation concept; and
5) Instruction on worksheet tasks
The theoretical approaches the teacher uses in the classroom:
The schema theory, as well as constructivism, is used when the teacher addresses prior knowledge and introduces new concepts and/or reteaches concepts that students struggle with before moving on to new concepts so that students build connections; the teacher can use old knowledge to influence the acquisition of new knowledge. Schema theory aids students in constructing meaning. Direct instruction is also used when the teacher lectures on the concepts to ensure student comprehension; the teacher provides clear, explicit goals and instruction, step-by-step explanations, review of material, concept application opportunities, and much teacher-student interaction.
Summary:
The teacher previewed terminology for the upcoming chapter concepts such as bar graphs, probability, pictographs, etc. She provided a chapter handout on key terms/concepts. She also provided a graphic organizer with terms, pictures, and definitions included for reference. The students were informed of expectations; for instance, they are to know the terms by the end of the chapter unit. Discussion related to what they knew about graphs, such as what is needed to complete graphs. The teacher guided them to answers through a series of questions and responses until someone answered “information” and the teacher emphasized the importance of data. The teacher lectured on pictographs, using scaffolding strategies and direct instruction. Instruction included student response to questions asked regarding the content. One of the examples was
graphing favorite ice cream flavors using a pictograph. The teacher demonstrated results with pictures of ice cream cones, explaining that each cone represented 100 people.
500 people picked chocolate as a favorite; 400 people picked vanilla; and 100 picked strawberry. The teacher explained step-by-step how to show the results, included a visual of 5 cones for chocolate/4 cones for vanilla/1 cone for strawberry. After direct instruction on the pictograph concepts, the teacher gave students a math worksheet with related concepts. The teacher explained the worksheet tasks, including the step to round numbers in order to graph the data. The teacher then observed the students working while being available to answer questions and guide students to their own conclusions until she was confident that they understood the content. The students were asked for any additional questions regarding the worksheet or any topic rom class discussion, and then assigned to complete any unfinished work for homework to be collected the next day.
School: BJHS
Time: 11:10-11:40 & 12:10-12:40 (B lunch split in between)
Date: 2/26/14
Population: Approximately 180 students in 7th & 8th grade
Teacher: Rene
Materials: Whiteboard; dry erase markers; graphic organizer; chapter notes handout; math worksheet
Curriculum: 1) Introduction of chapter terminology; 2) Discussion on chapter concepts and goals
3) Modeling of creation of pictographs based on story problems; 4) Modeling estimation concept; and
5) Instruction on worksheet tasks
The theoretical approaches the teacher uses in the classroom:
The schema theory, as well as constructivism, is used when the teacher addresses prior knowledge and introduces new concepts and/or reteaches concepts that students struggle with before moving on to new concepts so that students build connections; the teacher can use old knowledge to influence the acquisition of new knowledge. Schema theory aids students in constructing meaning. Direct instruction is also used when the teacher lectures on the concepts to ensure student comprehension; the teacher provides clear, explicit goals and instruction, step-by-step explanations, review of material, concept application opportunities, and much teacher-student interaction.
Summary:
The teacher previewed terminology for the upcoming chapter concepts such as bar graphs, probability, pictographs, etc. She provided a chapter handout on key terms/concepts. She also provided a graphic organizer with terms, pictures, and definitions included for reference. The students were informed of expectations; for instance, they are to know the terms by the end of the chapter unit. Discussion related to what they knew about graphs, such as what is needed to complete graphs. The teacher guided them to answers through a series of questions and responses until someone answered “information” and the teacher emphasized the importance of data. The teacher lectured on pictographs, using scaffolding strategies and direct instruction. Instruction included student response to questions asked regarding the content. One of the examples was
graphing favorite ice cream flavors using a pictograph. The teacher demonstrated results with pictures of ice cream cones, explaining that each cone represented 100 people.
500 people picked chocolate as a favorite; 400 people picked vanilla; and 100 picked strawberry. The teacher explained step-by-step how to show the results, included a visual of 5 cones for chocolate/4 cones for vanilla/1 cone for strawberry. After direct instruction on the pictograph concepts, the teacher gave students a math worksheet with related concepts. The teacher explained the worksheet tasks, including the step to round numbers in order to graph the data. The teacher then observed the students working while being available to answer questions and guide students to their own conclusions until she was confident that they understood the content. The students were asked for any additional questions regarding the worksheet or any topic rom class discussion, and then assigned to complete any unfinished work for homework to be collected the next day.