INTERN OBSERVATION & POST-CONFERENCE NOTES Intern: Ms. Niecea Freeman Date/ Time of observation: 21* September 2017; 10:15am (Observation 2) Lead Teacher: Mr. Terry Tunnel Grade/ Subject: 6"/ Global Issues: Climate Change Supervisor: Mr. Benjamin Devere White Group Size: 18 Observation time: One class period -55 minutes School: Nakornpayap International School Particular Commendation of Note ~ Although you had ‘over-planned' a little for the lesson, you clearly realized this during your, instruction. As a result, you concluded the class at a natural ‘break’ between instructional stages. This was so well executed, if | hadn't have seen the lesson plan, | would not have been aware! General Comments, Observations, and Suggestions. Supervisor question Intern response ‘> Engagement Stage Your lesson plan was a pleasure to read. All stages were clearly laid out, and the resources were stimulating and appropriate to the content.| Via little unsure of the role of a ‘sticky speaker’ in your task. What is the purpose of the B 2 a z z Ea 2 ; a i 3 i ~ Do you feel that you could have given a little more guidance in your ‘warmer’, or was it your purpose to keep it open-ended? ~ I personally felt this open-ended task caused confusion with some of the students — it was justa little too broad. As a result, they drifted into the ‘how’ and ‘why’ of climate change, as cd y 8 l i a & i 5REE My suggestion for the warmer (exploration stage): Place three pieces of large ‘poster paper’ around the room. One titled ‘How long..”, one “‘How..., and another ‘Why’? In groups, students would then write their suggestions (for each poster paper).on a sticky note, and stick it to the different pieces of poster paper. At the close of the warmer, the teacher (or students) could review the answers of all the groups. Not only is this a more kinesthetic and visual task, this display could then be continually referred to (and built upon) as the lesson expands based on research-based facts in the reading (building ‘connections from student-led ideas). + Exploration Stage ‘Your monitoring is very effective. | feel your instructions could benefit from Concept Checking Questions (CCQs}. These simple ‘roup-response questions give students a ‘safe space’ for checking instructions prior to beginning a task. It also helps to avoid all of the questions later after the task has begun. Example CCQs for your reading task: ‘Are we writing in our books?” (No.) ‘Do we all need to read the article?" (Only the Reader) ‘Do we all need to take notes®” (No). Ete. Ce BTR HST EET TESST SEUSS USHER Peers SHONOZVOL EGER eG UA aver yore alas NeOTT EDS WUE SSCA AUER LOM VSSinN HEWUIESHUFEINIVETYROCUTERETS ~ Again, I felt students needed a litle more guidance on this task. Perhaps they could have Used the same poster paper from the warmer activity, adding different color sticky notes for each article/ group. | felt that the answers (although excellent) were ‘lost’ inthe class — not only just from a lack of volume when students presented, but also because the answers were just spoken a single time. The use of sticky notes again here could have provided a ‘more lasting sharing and subsequent synthesis of the data. Students could then have closed the class with a ‘gallery walk’ — looking again at each poster paper with all of the other group's responses stuck on.Signed: LE (Mr. Benjamin Devere White ~ Intern Supervisor)SUOROIRBBT IRA OOH Wm suyaDD —~ sbé uo atpaymouy woquenfowouaaues~ ‘Ateuorssajorg Sujdoyanag pue Suymos9 :oy ‘Bowoay Uvonansysuy 3ues04o9 Bulus}s9q 22 one suapmsso4 - ‘Ao80p23 pun aBp9yNoUy wuRW02pustta OL ~ 35n woo1sop 104 = seounosoy Jojneyaa wapms SuBeuewy :pz 430 e8paymouy Bunensuowaa :pr ose sot soitaions ovopanasy = sovessjoxdorod puo siaaunjon = ‘22.02 asieup sof Agouns = ‘upodpuo simonas ~ ‘sounp evonansu-uoN = vouoibowy - sezmosai pup soysowjouonanasa) = ‘opmisjo suena = sowie poosenmey {um sdiyssounsea Burdojanag 2p Syuseay ut suapmas Sui8e8u :2¢ | _ sounpanoig woorsser Bulfeue 22 seuioaing jevononasu unas ‘97 Bee ors One CLG PRUIDDE suxprs Tastee = romana pe sn 29 spayy peo sayy spromovownasusoy | wotedrund wopms ponbwien vosseng = wom a apud sms - ‘sano oa 90 abpamauy > supra .80r swoon > suoasrofe fuera - | eusraysopue Bune {snared - | MAusoanapiveasqop0 pie pHJostpamacy = tiowts fowariucsapns = , sauopmis spiooay aveunaoy SuiureweW sap | _uolssnosig pue Suwonsort Susp aE 40 98paymouy Bunensuowag sat ome soe SEE Goboped pai veo stpanay See 2inpnns wees uyposs sinmfuy as = foamy > ‘Bupeas uo SuRDayoy :ey “eyzenspeay wou) :soumeuais iAypeds ayo wie 7 osiedns —seypeay pea :Aq paisyduioa semuos sq, WYO 3SN-LLINI “WoUWnWAI S135 — 10431 SS3uD0Nd INIOAGIN 7” SNOLLYNTWAA YOS LNAINNIOG ONDIOM :3504dINd Tv None Q smans/saMso eT Tes 9 119/