Assessment of Classroom Teaching Science Education Virginia Tech Intern: Name of Lesson: Observer: Whitney Powell Acidification Effect

on Coral Mae Hey Date: April 2, 2014 School/Grade: Ecology

1. How was the lesson constructed and organized? This was the explore and explain part of a 5-E model lesson plan designed by Ms. Powell. Ms. Powell, greeted the students as they came in and distributed the lab activity sheets. Ms. Powell gave brief instructions to the students so they understood what they needed to accomplish during the class period. Once Ms. Powell had distributed the activity sheets and given instructions, the students put themselves into groups of four and moved to lab stations that Ms. Powell had set up prior to the beginning of the class. The students efficiently and fluidly moved from station to station completing the lab activity. Their movement from the lecture area to the lab area and among the different stations showed that Ms. Powell has established a management approach to her classroom that effectively facilitates this approach to inquiry. For one part of the lab, the students entered their data on the SmartBoard integrating technology and allowing the students to perform multiple trials in a time-efficient manner. The lab was a multi-day lab that the students will continue tomorrow. 2. What strategies did the teacher use for engaging students? The engage part of this lesson involved Ms. Powell asking the students about their prior experiences with coral reefs. In addition, for students who did not have first-hand knowledge, she provided a short video to pique their interest and give them a foundation upon which to build knowledge. Ms. Powell continually circulated the room asking open-ended questions, monitoring student progress, and informally assessing the students understanding. Ms. Powell has a wonderful teaching demeanor. She presents herself to her students as knowledgeable, organized, and genuinely interested in their learning. Because of this, her students enjoy the time they spend in her class and openly share their questions with her. As Ms. Powell moved from group to group assisting the students, she was almost undetectable. Rather than imposing herself on each group, she organically participated with each group in the co-creation of their understanding. In addition, the activity was interesting and naturally captivated the imagination of the students. 3. How did the teacher manage and monitor student learning? Because Ms. Powells was well organized and she was actively engaged in the students knowledge construction, they were very well behaved and focused on the content of the lesson throughout the entire class period. Ms. Powell taught the lesson cooperatively with her cooperating teacher. This allowed the students access either teacher when they had questions. As Ms. Powell circulated the room, she informally assessed student understanding. Additionally, the lab activity sheets would be collected so that she could more formally

assess student understanding and adapt subsequent lessons to meet the needs of her students. Their movement from the lecture area to the lab area and among the different stations showed that Ms. Powell has established a management approach to her classroom that fosters this approach to inquiry. The lesson was created in a way that supported the social nature of learning. The students engaged in focused conversation related to the content of the lesson helping them to construct their knowledge, expand their ZPD, and maintain a pleasant and productive work environment. Ms. Powell has a very calm and soothing nature. Her students mirror her temperment.

4. How did the students respond to the activities? When the students came into the class they looked over the lab sheet and began asking Ms. Powell questions. This demonstrated to me that Ms. Powell has created a classroom culture in which the students expect to learn and be actively engaged in meaningful inquiry-based investigation. Throughout the class period, the teachers and students were smiling and focused on the content of the lesson. 5. What are suggestions for this lesson and for future planning? Instead of explaining how to do important parts of the lab, it might be helpful to model them. Some students will understand more by a concrete approach to instruction. Ms. Powells students worked efficiently together, however she recognized that students placed in smaller and/ or predetermined groups could be helpful with groups of students who need addition support in focus, content, and cooperation.