Observation of Lessons

Observation of Lessons:

Disclaimer: It was quite hard to find classes that were following right after each other, so I watched these 4 videos which make up a set of classroom lessons centered around student critical thinking and student teaching other peers.

·         Teacher Observed: Tim Bedley

·         What’s Being Taught: Critical Thinking and Problem Solving

·         Where: California

·         Grade: 5th

·         Links:

o    #1:

 https://www.youtube.com/watch?v=0akVmCfUJiQ

o    # 2: https://www.youtube.com/watch?v=fXTAp_Fa3Z0&src_vid=0akVmCfUJiQ&feature=iv&annotation_id=annotation_750469#t=7s

o    #3: https://www.youtube.com/watch?v=R0TKHJEhdOM&src_vid=fXTAp_Fa3Z0&feature=iv&annotation_id=annotation_696961

o   #4: https://www.youtube.com/watch?v=iVUAGhJih8I&list=UUdiLeLqbsmQCfYgisQsND3g&index=247

• How did the lessons support the topic/theme of the unit and the learning objective(s)?
• The learning objective of the class was based around student centered teaching. The only goal that the students and the teacher were trying to achieve was to make a punishment and a reward system for completing their consensus class work for math problems and equations. The students divided into groups and each group had a time keeper, a writer/recorder, a speaker, and then a fourth individual that assisted in all the activities. There was a student appointed classroom leader that allowed for a group voting in private (heads down, hands up) ensuring that no peer pressure could change a decision. In the end, the student centered approach was quite well received, and the teacher noted upon it to his students. Then after concurring on appropriate punishment and reward, they adjourned in reviewing their math class work in pairs in order to reach consensus.
• How did the lesson plans compare to the activities that occurred?
• As I was observing via YouTube, I had no lesson plans of any kind to refer to.
• What adjustments to the lesson plans did the teacher make? Why were those adjustments needed?
• Again, as I was observing via YouTube, I am unaware of any lesson plans that may have existed; however, he did meet a good portion of the California state standards as is illustrated in the video. I’d wager that he met about 10-12 standards for the state of California.
• How effective were the activities at helping students meet the learning objective?
• As the activities were student centered and the lesson afterward was student centered, it is obvious that the learning objectives and the standards were met. The students, while not “in charge” were clearly taking the reins on the appropriateness of reward and punishment in the classroom. The group voting and student appointed representative are quite indicative of this. Also, after the discussion of appropriateness for the punishment and reward, the students were instructed by the teacher to continue their activity to complete the consensus and to meet the math requirements for the day that needed to be done.
• What formative assessments did the teacher use? What did the teacher learn from those assessments?
• The teacher used peer teaching and class work that, additionally, was peer taught and reviewed. In doing this, the teacher allows the students to correct and perfect their work as well as their peers. The students express that this is their favorite way to learn because it makes them actually learn and apply the information and the material to their assessments and that of their classmates.
• Reflections:
• I was not a huge fan of the kids doing the teaching or being student appointed leaders because I think that it is a tremendous amount of pressure on them. True, they are at the age where insecurity and lack of confidence run rampant and this exercise might be good for them to develop a sense of being assured, but I’m not an advocate. I think this might be because I have only ever taught middle school, and they can be wise guys and teasing when it comes to front of the class activities. While they enjoy group skits or group involvements at the front of the room, being up there individually can be intimidating and provides more unnecessary insecurity.
• I did like the student correcting in pairs when it came time to do their class work for math problems and equations. I think that this approach to doing work can be fun, and also, it can allow for the students to make mistakes and not feel intimidated because they are sharing those mistakes with other students. Everyone screws up and makes errors, and at times, I feel like the students think the teachers don’t do this, even though we know we do repeatedly.