Observation Table & Essay - Alivea Peight

docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D097

Subject

Anthropology

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by MasterTeam12843

DPM2: Historical & Cultural Influences on Best Practice Observation Table Note: You are not limited by the space below. The table will expand as you fill out each section. Video 1: [Claims, Evidence, & Reading: Lesson] Video 2: [Citizen Science: Creek Water Analysis] Video 3: [Infographics for Change] Level (i.e., elementary school, middle school, high school) Elementary School (3 Rd Grade) Middle School (7 Th Grade) High School (12 th Grade) Setting (i.e., rural, urban, suburban) Urban Area (Queens, NY) Suburban (Olathe, KS) Urban (Oakland, CA) Instructional topic or content of the lesson The lesson consisted of students growing a bean and trying to find with their own observations and group work what a kidney bean needs to germinate successfully. This lesson was about students collecting water samples from different ecosystems, like creeks and their homes and analyzing the abiotic and biotic effects on the water and how that can make it good or bad. This lesson was a for a senior project that mainly focused on infographics. Students must create a successful plan before creating their own visual representation to explain to an audience in a brief way what an issue is and a way to make changes. Technology use, including examples of how technology is used in the classroom There wasn’t much technology used in this lesson. Each student had a white board they would construct their thoughts on. The teacher used a projection board to display information for the whole class to easily see and follow along. Each student each had their own individual iPad for note taking and to help with their work. The teacher used a projection board to display information that can easily be seen by the whole class. Students had access to individual laptops for class work, but not one specifically assigned to them. Alivea Peight PAGE 1

<Assessment Code: Task Title> <Attachment Title> Educational Foundations 02/10/2023 Each classroom that I observed from above has many similarities and differences. The most significant difference I noticed about all three classrooms within my observation was the use of technology. In video number one, the teacher of the third-grade class used a whiteboard for most of her lesson, with printouts and charts hung along the board with her own writings and information. The students in video one also had their own individual whiteboards to jot down and take note of what was occurring within their research, they also used notebooks and writing utensils throughout the lesson. In videos number two and three, the technology was different from video number one, but similar. In both videos two and three, the teachers used projector boards to display information in a way that the whole class could easily see and understand. In video two, each student had an individual iPad they were using to take notes and used to aid within their lessons and research that was being done. The students in video three had access to individual laptops kept in the classroom to work on different assignments and research opportunities but did not seem to be assigned individually to each student to take outside the classroom. Another difference between each of the videos was the level or grade. Video number one was an elementary school class, third grade. Video number two was a middle school class, seventh grade. Lastly, video number three was a high school class, twelfth grade. The differences in each grade level also brought a difference in the lesson or instruction being taught. Video one was a group of third graders being taught about the word germinate, what it means, and how it is successfully achieved within a kidney bean. Video two was being taught a lesson about water analysis, how abiotic and biotic elements affect a water source, and what water is claimed to be good and bad. Finally, video three was learning about infographics, how to make a study plan, and how to build a personal infographic to get an issue across to an audience and what changes will need to be made to help that given issue. All the lessons being taught above were based on different topics, but I did notice that each teacher gave time for students to form groups or partners to discuss what they took away from their lesson or were evaluating to get peer feedback and make any changes needed to better their work or research. A historical influence I learned about in my coursework that I think impacts the learning within all three of the classrooms I recently observed was the Civil Rights Act of 1964. According to FindLaw’s legal team of writers and editors, the Civil Rights Act of 1964 created a section named Title IV, that allowed for students of all races, colors, and genders to be united and learn within the same school (2020). In all the videos that I watched, the students consisted of a variety of races, colors, and genders. This would not have been allowed before 1964 and before Title IV was created and acted upon. The students within all these classrooms were not separated or working in groups specifically based on their race or gender, they were working within groups that their teachers organized and there were no issues with that from my observations. PAGE 2

<Assessment Code: Task Title> <Attachment Title> High-leverage practices were used within each classroom, and different practices were used within each classroom. In video number one, the third-grade classroom, I found that that the high-leverage practice being used was leading eliciting and interpreting student thinking. To me, this practice matches the most because the teacher allows the students to work together and individually to figure out the answer to a question. The teacher stops every so often to interpret to the class what she is taking away from their discussion and using their words and research to move them along in the right direction until they fully grasp the concept at hand. In video two, the teacher is using high-leverage practice, leading a discussion. I believe that this practice best matches the lesson I observed, as the teacher opened a discussion for the outcomes and answers to the data and research her seventh grade class collected. This practice allowed for the class to discuss this outcome together and give their own feedback and personal options from within their research process. Lastly, video three uses the practice of explaining and modeling content. To me, this is the best match because the teacher makes an infographic of her own for the students to evaluate and give feedback to the teacher on her work. By doing so, this allows students to take the example given to them and use it in their own work but use that feedback and information to make it better than the one presented to them. References FAQ: Educational Opportunities Discrimination . (2020, December 9). Findlaw. https://www.findlaw.com/civilrights/discrimination/faq- educational-opportunities-discrimination.html High-Leverage Practices – TeachingWorks Resource Library . (2018). Teachingworks.org. https://library.teachingworks.org/curriculum- resources/high-leverage-practices/ Teaching Channel Video . (2020). Library.teachingchannel.org. https://library.teachingchannel.org/landing-page? mediaid=GAo06hNS&playerid=Cogatb0c PAGE 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Observation Table & Essay - Alivea Peight

Related Documents