Clinical Observation #2: MathNAME__________Brandon Horton___________________________ DATE_11/23/13____ (DUE WEEK 12) During your required 10 hours of classroom observation, you are expected to observe at least ONE hour of uninterrupted observation time during Science or Social Studies (in an elementary setting) or a specific area of Science (Biology, Earth Science, etc) or History (at the High School level). For the one-hour (uninterrupted) observation session of a Science or Social Studies/History lesson, you are expected to observe and take notes on the following. Once your session is completed, submit a written summary that addresses each of the following questions listed: 1. Identify and evaluate the learning objective(s) taught in the lesson. a. What was the focus of the lesson? (What are the students supposed to be learning and doing during the lesson?) During this particular observation date, I was in a 2nd grade classroom, and the subject area that I observed was mathematics. The focus or objective covered in the lesson was teaching students addition and subtraction. Students reviewed the concept in the form of doing a worksheet, as well as playing a game with a partner. The game played involved students using a spinner and dice. Students either had to add or subtract numbers that were on the dice. The worksheet was made up of practice problems for adding or subtracting 2 numbers. b. Was the learning objective communicated clearly to students (Did students seem to understand what they are supposed to be learning and WHY?) What evidence did you observe that the students understood (or did not understand) what they are supposed to be learning and why? I know that students were aware of what they were supposed to be learning. It turns out that the stuff they were going over was a review. They were not being taught new material, but rather it was a review of previously learned material, so they knew what they were learning. c. Determine whether the learning objective can be directly linked to the new Essential Standards for that grade-level. Addition and subtraction is clearly laid out as being an important part of the common core standards for elementary education, especially at the 2nd grade level. d. Does this topic seem appropriate for this group of students? (Were the students able to complete the assignment given?) Yes it is appropriate course work for students of this age. Subtraction and addition is one of the key things to be covered in mathematic instruction for 2nd graders. It is fair to have it in a lesson such as the one that I observed. However, this doesn’t mean that all students were 100 percent on task because a lot of the time students were chatting and off task. 2. Identify the student grouping format used in the lessons you observed. a. What is the seating arrangement in the classroom? (Rows, groups, etc.) In this 2nd grade class in particular, the students had their desks in groups of 6, so in the entire class there were a total of 24 students. This came out to 4 table groups, each made of 6 desks. For the math lesson, the math worksheet was from the previous math lesson, and so it was optional for the students that had not previously finished it. For seating, some students finished their math worksheets at their desk, and the rest of the students either played the math game Page 1 of 4 Clinical Observation #2: Math NAME__________Brandon Horton___________________________ DATE_11/23/13____ (DUE WEEK 12) on the floor with their partner, or they played the game at their desk with a partner. Some students worked on the carpet, while others at their desk. It kept kids spread out and attempted to prevent distractions for students working. b. Did you observe students working alone, in a whole group, or in a small groups or partnerships when doing their work? For the worksheet it was all individual, and the game was in groups. c. Did the assigned task(s) “fit” the grouping? (For example, were students working in teams on an assignment that would have been better completed independently?) In order for a game to be played, it had to be done in groups; otherwise you wouldn’t have a game. I think using a game as a form of instruction is one thing that helps the teacher. It allows kids to be somewhat hands on with the material, like rolling a dice and adding numbers. 3. Identify the instructional strategies used in the lesson. a. How did the teacher present information during the lesson? (Was there a demonstration? Modeling? Visual examples shown?) As far as presenting info, the teacher wrote a sample problem on the board. She did one example for the addition and one for the subtraction. After students finished their worksheets, she called them up individually to check the answers and go over with students one on one their mistakes. This was a great way to evaluate students and help them where they are confused. b. Did the instruction seem appropriate for this learning objective? The instruction seemed appropriate. During this session of math, it was sort of a time for students to review concepts, and I feel that the teacher allowed students to be self directed learners. c. How much of the time did the teacher do the talking? How much time involved the students talking? The teacher did very little talking, and she allowed students to learn on their own and practice problems. She previously taught material, so as a way to review, students played a game and did a worksheet by themselves. 4. Consider student engagement and level of success. a. What were students doing during their work time? (reading, writing, discussing, etc.) Students during this math block finished up working on a addition and subtraction problems, and then they proceeded to playing a game with dice. b. Were all of the students in class on task during your observation? Why do you think they were (or were not) engaged during their work time? Not all students were on task. Unfortunately, some of the time students were side chatting or generally off task during the game. c. Did students seem able to complete the assigned tasks? (Were the assigned tasks too easy or too difficult for any students in the class?) Students were however still able to complete the required tasks. The tasks too were not too difficult or too much for their age group. The lesson and tasks were lined up with the age group just right. 5. Identify the use of instructional materials Page 2 of 4 Clinical Observation #2: Math NAME__________Brandon Horton___________________________ DATE_11/23/13____ (DUE WEEK 12) a. What materials/tools did the teacher use for the lesson? For the lesson, the materials used (given by the teacher and used to the students) were the spinners, dice, and worksheets taken from the students grade 2 mathematic workbooks. The worksheets from the workbook were a way for students to do practice problems and review what was previously learned, while the dice and spinners were hands on ways for students to learn. b. What materials/tools did the students use to apply what was being learned? c. Did these materials/tools seem appropriate for this lesson and learning? I can assure that these materials were appropriate for the learning. I can remember in elementary school playing games with dice and spinners frequently to learn mathematics. It’s a good hands on technique. 6. Was there evidence of differentiation during this lesson or in this classroom? a. Did students have different materials or assignments based on their learning needs? During this mathematics observation, I did not see any students with special needs or exceptional needs being accommodated for mathematics. Unlike, during the reading block, there were no students given a different task or assignment. b. Were there opportunities for advanced students to work at higher levels and/or was there evidence that remediation support was available to students who were struggling? There was no extra work or opportunities for advancement. Every student was given the same tasks, and each students did them at a different pace. However, the teacher did pull aside kids to go over the worksheet and provide one on one explanations on problems. c. Was there evidence in the classroom that students could get help if they needed it? 7. Identify technology available in this classroom. a. Did the teacher use technology? If so, what kind and how was it used? (If technology is not observed consider ways in which it could have been used to enhance the lesson OR briefly discuss why you think technology would not necessarily enhance the lesson). During the math instruction time of my observation, no technology was utilized at all. Although, there was technology in the classroom available. It just wasn’t used during math, but I can attest that it was used during other subject areas. The technology available in this classroom was a smart board and a few computers. b. Did students use technology? If so, what kind and how was it used? c. Was there other technology in the room not being used? 8. Provide a written summary and reflection of what you learned and are thinking about teaching the subject area you observed based on what you have seen. a. Was the lesson effective? What made you think so? (Give specific reasons for your answer) I would say overall that the lesson was effective, and it was a time again for the teacher to have her students review a very important concept. I think giving workbook pages is a good way to review, but I strongly feel that the game was an effective hands on learning experience. Page 3 of 4 Clinical Observation #2: Math NAME__________Brandon Horton___________________________ DATE_11/23/13____ (DUE WEEK 12) b. Would you want to be a student in this classroom? Why or why not? In my opinion, I wouldn’t want to be a student in this class. I don’t say this because of the teacher or instruction that was provided, but the class is very crammed together, with 24 students crammed into a portable, so I would say this isn’t the best learning environment for students. c. What concerns (if any) did you have as you observed in this classroom? The only concern that I had during the math lesson was that students again were off task during the game part. They were side tracked and talking off topic. I think the teacher could have used classroom management techniques to combat this issue, including walking around the room and surveying students and checking their progress. d. What did you learn from this observation? (The ability to look back and make sense of what happened and what you learned from the observation is really important!) I again learned during my observation classroom management techniques, including ways to get students attention, when to recognize when students are off task and how to get them back on track, and much more. I also began to pick up on how when teach elementary math we like to break numbers down, basically being the method to teaching mathematics. Ex: 13+2= 10+3+2. I also again during my observation was reminded why I chose elementary education as my major. I really enjoyed my classroom experience, and continue to grow from them. Page 4 of 4