Observation Table (2)
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Western Governors University *
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Jan 9, 2024
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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,
& Reasoning: Lesson Video 2: Citizen Science: Creek Water Analysis
Video 3: Infographics for Change
Level (i.e., elementary school, middle school, high school)
Elementary School Middle School
High School Setting (i.e., rural, urban, suburban)
Located in an urban setting.
Located in a suburban setting.
Located in an urban setting.
Instructional topic or content of the lesson
The content of the lesson taught in this video was germination in plants. The lesson was teaching the definition of the word germination and what that means in terms of the plants growing process. It also described what was necessary and what was not necessary for germination to take place.
The content of this lesson was
testing different water samples to analyze the health
of the ecosystem. The students conducted a field experiment to test the quality
of water from the creek by their school. They also brought water from their homes and once back in the classroom, conducted the same test on that water. Using the results from both experiments allowed the students to compare the collected data and see the similarities and differences.
Students choose a topic that is a pressing issue. The students researched these to find more information about them, including the root cause and what can be done to help prevent these things from happening. The students
were tasks with making infographics about their topic of choice, using a rubric to address all the different things they researched.
Technology use, including examples of how No technology was used in The students used their iPad. They used them so the The students used laptops to create infographics about PAGE 1
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technology is used in the classroom
this classroom.
students could reference their
notes and data from the creek water experiment to compare to the water from their homes. The students also used Google Maps so they could map the water quality.
their chosen topic. The teacher also used a screen projector to demonstrate an example infographic to help show the students what to do or aim for and what not to do.
Compare and Contrast: The classroom settings in video one and video three are the same because they both take place in an urban setting. The settings from video one and three are different than video two because video two takes place in a suburban setting rather than an urban one. The classroom levels are different because video one is an elementary school, video two is a middle school, and video three is a high school. The instructional topics were different because in video one the topic was germination, in video two the subject was water quality, and in video three the subject was topics of change.
Historical, Cultural, and Legal Influences:
One cultural influence on the classrooms I observed would be the Movement Toward Equity. The movement toward equity meant giving everyone the tools to be successful, equity in education meant ensuring that a child’s potential is not limited by race, gender, or socioeconomic status. In video one this is demonstrated because 82% of students are from low-income families, so these students were given the same opportunity as others regardless of their socioeconomic status and this is thanks to the movement toward equality. In video two, we can see this
because the students were given access to iPads that they could use to compare data they had previously collected, this aligns with equity because part of the meaning is giving students the tools needed to be successful. In video three 96% of the students are from low-income families, and much like I said regarding video one, these students also were given a chance at having an education because of the movement toward equity.
Sources: Western Governors University.(2023).Educational Foundations: Unit 2: Historical, Cultural, and Legal influences in Education. Acrobatiq.
https://lrps.wgu.edu/provision/184681778
High-Leverage Practices:
In video one, one of the high-level practices that was used was eliciting and interpreting. This practice means teachers are attentive to how students might hear their questions and to how students communicate their own thinking. We see this demonstrated in this video because the teacher is teaching a lesson on germination and what it means. While checking the students understanding of the word, it is noticed that some of them are getting a little misguided by what they think it means. So the teacher explains the correct meaning of germination, but also explains PAGE 2
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to the students how their way of thinking was similar and would be involved in what they would learn later, it was not the definition needed in this particular lesson.
In video two we see the practice explaining and modeling content used. This practice can mean teachers might use simple explanations when working with straightforward content. They might choose modeling, which includes verbal explanation as well as thinking aloud and demonstrating when sharing the metacognitive process, to provide greater access to students about strategies and practices. The teacher does an experiment on water quality, and we see her use this practice when explaining the chemicals they will be testing for in the water. We also see
this because later the students use google maps to create a map of the different water quality based on location, and we see the teacher explain this to the class.
In video three the teacher uses the practice of providing feedback to students. Feedback can be provided in many forms, including written and oral, and these each require consideration of how the mode of communication might shape students’ experience of the feedback. We see the teacher utilize this because the students are working on infographics, but before they start them, they must complete a planning outline to help shape the content they are making. Before they get started the teacher goes around individually checking the planning tools before the students
get started. She then provides feedback after looking over them to help guide them if they need it or sign off on it if it is done. This way she can offer gentle feedback to help them be successful with the assignment.
Sources: Western Governors University. (2023). Educational Foundations: Unit 4: Educational Best Practices in diverse P-12 Classroom Settings. Acrobatiq. https://lrps.wgu.edu/provision/184681778
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