Andrew Crook and David FloresJanuary 27, 2014

Mark Gomez Augustus Hawkins/Gomez/p6 US History

(Questions/SuggestionsHow does the Do Now connect to the rest of the activities in the lesson? Why are they being asked about Justification of Invasion without the opportunities to discuss or debrief around the ideas they just wrote down? Did the students response give you a deeper understanding of what we already debriefed about on Monday? Was it really useful to ask them?What does it imply to the students that you are looking for something?)

Observations/Commentary/Scripting

(XXXXXXXXXXXXXXXXX X)

Do now: What circumstances would

T. Really trying to stick to the times we are saying. I’d appreciate it if you would respect me when I’m talking… like I respect you.

Ss. Ooooohhhh

T. We’ve given you 8 min already and you haven’t written.

T. Whatever you got done turn it in at the end of class and we will get started.

T. What could I have done to make Monday better?

Ss. It was kind of boring. You need to get to the point…

T. So you all prefer to have group work instead of direct lectures.

Ss. Were there people watching us?

T. There were people watching me… to be honest it made me feel like I couldn’t be myself.

T. With your group in your area we are going to be analyzing documents…

- uses Projector to model (read out loud and think thru Causes of Imperialism) and says if “I found something that I thought would relate to the possible causes of Imperialism, I would highlight it.”

T. So do you all kinda get what I am looking for?

Does not wait for an answer

T. So do you all get what I am expecting?

Ss. So can we highlight on this sheet?

T. No because other groups are going to be coming around and looking at the document

T. asks three students to reiterate the directions

Ss. All 3 responded with understandings

(Questions/SuggestionsWhat resources, instructions, did students have available to encourage collaboration amongst their peer groups?Was 12 minutes sufficient time to deeply analyze the documents regarding the 4 examples of imperialism? What other ways can you assess how much more time students need? Is 4 minutes enough? Why not give students the freedom to examine/analyze the documents at their own pace? What were students who completed the tasks supposed to do while waiting for the other groups? Does not completing the worksheet negate a productive discussion? )Observations/Commentary/Scripting

T. You all can work as a group and bounce ideas off of each other

Ss. One group communicates their understandings freely, other groups work more independently

T. We should be wrapping up… we have a about 3 to 4 more minutes.

T. Do you think that I am rushing you through this?

Ss. YESSSS (several students)

T. I will give you 4 more minutes

T. Ok, we are waiting on all of you guys…

T. Alright I know that it is taking more time to complete this… I would rather you analyze this really well…. It shouldn’t take more than another 3 or 4 minutes…

Ts. Both are working with the same group.

Ss. In other groups are on mobile devices (4 students in the same group)

T. So I really need you to try and finish this round… because we need to have a 5 minute discussion to wrap it up.

Debrief:

UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary

Elementary Core Practices Opening move Questioning and responding

Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other

TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other

TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other

TPE 5: Student Engagement Student participation Culturally relevant materials Other

TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other

TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other

TPE 8: Learning About Students Community building activities Other

TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other

TPE 10: Instructional Time Starting and ending class Transitions Other

TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other

TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth

TEP portfolio Daily reflections

Observation Focus:

UCLA Center X Teacher Education Program

MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary

Elementary Core Practices

Opening move

Questioning and responding

Secondary Core Practices

Engaging students in rigorous content

High Level Tasks, Concept Maps

Engaging students in discourse

Learning Cycle ?s, Think-Pair-Share

Providing Equitable Access to Content

Form. Assessment, Word Bank/Wall

Developing a positive classroom ecology

Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning

Checking for understanding

Asking & answering relevant questions

Other

TPE 3: Use of Assessments

Use of criteria/rubric

Taking formal assessment

Completing projects

Student presentations

Other

TPE 4: Making Content Accessible

Accessing prior knowledge

Referencing lived experiences

Scaffolding

Other

TPE 5: Student Engagement

Student participation

Culturally relevant materials

Other

TPE 6: Developmentally Appropriate

Differentiation

Use of media & technology

Other

TPE 7: Teaching English Learners

SDAIE methodology

Academic vocabulary

Other

TPE 8: Learning About Students

Community building activities

Other

TPE 9: Instructional Planning

Lesson plans

Agenda communicated to students

Other

TPE 10: Instructional Time

Starting and ending class

Transitions

Other

TPE 11: Social Environment

Inviting and clean; safe

Student work displayed

Caring environment

Other

TPE 12: Professional, Legal, & Ethical

Classroom management

Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth

TEP portfolio

Daily reflections

Observation Focus: