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Observation 5
School: BJHS
Time: 11:00 a.m. -2:30 p.m.
Date: 3/19/14
Population: Approximately 180 in 7th & 8th grade
Teacher: Rene
Materials: Computer, textbooks/worksheets, paper/pencil, book (optional & dependent on free-time),
whiteboards, dry-erase markers, multiplication charts, chapter notes
Curriculum:
Math:
Curriculum strategies and classroom approaches vary, but typically include scaffolding, direct instruction, explicit instruction, modeling, and class discussion. State standards are being used and most textbooks are geared toward the standards. The classroom setting is small group in a resource room that contains resources and materials that generally belong to that room, including computers, a printer, a Smartboard, cabinets, teacher desks, student desks, bookshelves, textbooks, whiteboards, bulletin boards, etc. The classroom also contains mini whiteboards and dry-erase markers, calculators, rulers, protractors, multiplication table charts, glue sticks, scissors, and other helpful resources for the students. The teacher also has brought in a few of her own resources throughout the years, such as extra index cards, post-it notes, reward items, etc. The teacher orders dry erase markers, pencils, and other pertinent materials that she uses in the classroom for the next year through the school, which uses a couple different companies (i.e. Staples). She now has the same book as the General Ed students. Math and English books are new. The teacher’s Smart board is fairly new, and the teacher applied for a grant to get the technology added in her room. As far as inclusion goes, it is implemented to some extent. The students are mainstreamed in the general education classes, but not usually for all day. The intervention specialist goes to one class in the morning, but most times she is in her classroom. Most of her students are in general education classed for part of the day, and in her classes for the rest of the day. Some students are in there for 2-3 subjects, while others are in there for one. The levels of ability vary, and they have an aide that goes into the general education classrooms for support as well. The resource room offers curriculum for English, reading, and math for 7th and 8th graders. The resource room also offers tutoring and support for both grades in all their content areas, even for their general education classes like science and social studies.
School: BJHS
Time: 11:00 a.m. -2:30 p.m.
Date: 3/19/14
Population: Approximately 180 in 7th & 8th grade
Teacher: Rene
Materials: Computer, textbooks/worksheets, paper/pencil, book (optional & dependent on free-time),
whiteboards, dry-erase markers, multiplication charts, chapter notes
Curriculum:
Math:
- State
content information on order of operations
- Review
order of operations definition
- Explain
rules to apply the order of operations concept
- Demonstrate
and discuss examples of process
- Assign
many problems for in class discussion
with students solving on whiteboard
- Clarify
and reteach as needed
- Clarify
tasks: Blizzard Bag Day 2 assignments, homework assignments, work corrections,
Study Island assignments, make-up work, missing work
- Give
make-up test to a student
Curriculum strategies and classroom approaches vary, but typically include scaffolding, direct instruction, explicit instruction, modeling, and class discussion. State standards are being used and most textbooks are geared toward the standards. The classroom setting is small group in a resource room that contains resources and materials that generally belong to that room, including computers, a printer, a Smartboard, cabinets, teacher desks, student desks, bookshelves, textbooks, whiteboards, bulletin boards, etc. The classroom also contains mini whiteboards and dry-erase markers, calculators, rulers, protractors, multiplication table charts, glue sticks, scissors, and other helpful resources for the students. The teacher also has brought in a few of her own resources throughout the years, such as extra index cards, post-it notes, reward items, etc. The teacher orders dry erase markers, pencils, and other pertinent materials that she uses in the classroom for the next year through the school, which uses a couple different companies (i.e. Staples). She now has the same book as the General Ed students. Math and English books are new. The teacher’s Smart board is fairly new, and the teacher applied for a grant to get the technology added in her room. As far as inclusion goes, it is implemented to some extent. The students are mainstreamed in the general education classes, but not usually for all day. The intervention specialist goes to one class in the morning, but most times she is in her classroom. Most of her students are in general education classed for part of the day, and in her classes for the rest of the day. Some students are in there for 2-3 subjects, while others are in there for one. The levels of ability vary, and they have an aide that goes into the general education classrooms for support as well. The resource room offers curriculum for English, reading, and math for 7th and 8th graders. The resource room also offers tutoring and support for both grades in all their content areas, even for their general education classes like science and social studies.