Davis: 9:40am 10:15 am Class: 5th grade Math Topic: Rules of Divisibility The class is arranged in three pods

s for effective collaboration and team learning. 9:40 Student were immediately on task with a class opener, Science worksheet. Teacher was checking her seating chart. This is a new six weeks with new students and new seats. 9:43 Formative Assessment: Teacher assessed prior knowledge of fractions by asking students what did they know about fractions. Some students raised their hand to offer an answer, but the teacher made sure to call on some students who had not raised their hands. Teacher gave wait time when a student was thinking and another student wanted to intercede and respond. Wait hes thinking. She then directed a question to the student who was eager to answer, giving him a chance to participate and share what he had learned. 9:47 Teacher reviewed previous knowledge, math rules, divisibility rules, rules for dividing by 2, 3, 4, 5, 6 . 9:55 Teacher facilitated the construction of a foldable on the rules of divisibility. There were supply bins with scissors, glue and marker at each pod of desks. 10:15 As I left the room, students were helping each other and checking for understanding with their peers by using the foldable. Bunch 10:20 am Class: 5th Grade Social Studies Topic: Citizenship in NC 10:20 Teacher defined what is a citizen You have rights that are protected by law. Teacher had a diagram on the board (picture) that differentiated rights vs. responsibilities. 10:24 Students read from their workbooks. There is a sign Posted Illegal Response (I Dont Know) vs. Legal Responses ( Repeat the Question, Time to Think, Check My Notes, Phone a Friend) 10:30 An example of Ms. Busk enabling students to persevere to answer a question(Question- Who would publish something in the press?) Want to take a try Emily? Want to think about it Emily? Would you like to phone a friend? Could you have probed Emily

a little further? It is evident that the previously mentioned sign in the classroom is a guide to enable students not to opt out of answering questions in class. Teacher engaged Charles who had his head down on the desk. What is religion? After Charles answered the question teacher said, Go ahead and sit up Charles. Student seating in pods, which can maximize student engagement. (Question to ask teacher at post-conference: Why was female student seated near the door, isolated from other students?) 10:32 Sit up Marquell, sit up Lucas 10:35 Lucas sit up, please. 10:35 transitioned into a fortune teller manipulative (picture). Teacher; We will use our fortune teller as a vocabulary review tool. 10:41 Students are all at their seats working quietly on the manipulative Good job, Marquell . Did you put your words on the inside? Teacher is circulating about the class, making sure that all students are on task. Advantages of using manipulatives in social studies- tactile learning to reach kinesthetic learners: Using different multiple intelligences in a classroom can benefit all students. About thirty percent of students are thought to be tactile learners--students who learn best by doing. If you use instructional strategies that focus on auditory and visual learning, such as giving and writing notes, then students who learn best with tactile learning, or kinesthetic learning, may be lost. Students with this learning style need to be able to see and create models of concepts to make connections in their brains and retain information. This is especially true if you are teaching abstract and new concepts.

Checking for understanding becomes formative and systematic in this class. As the teacher circulates she is checking for the understanding of the word .this helps to develop active, engaged learners

1. INTRO TO CITIZENSHIP 2. RIGHTS VS. RESPONSIBILITIES DIAGRAM

1. 2.

GUIDED READING VOCABULARY FOLDABLE

11:00 Students began working with partners, using their manipulative to play the game with the goal of reviewing the terms.