Task 1 Observation Table
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Western Governors University *
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Course
D167
Subject
Communications
Date
Jan 9, 2024
Type
docx
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4
Uploaded by ChiefTitanium13149
KEM2: 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: Notice and Wonder
Video 2: Living and Non-
Living Factors in the Ecosystem
Video 3: Creating Digital Stories
Level (i.e., elementary school, middle school, high school)
Elementary School
Middle School High School
Setting (i.e., rural, urban, suburban)
Rural Urban
Suburban
Instructional topic or content of the lesson
Social Studies – American Symbols
Science- Graphing Living and N0n-living populations
Writing- Creating Digital Stories
Technology use, including examples of how technology is used in the classroom Screen Projector – Used to visualize Smartboard - visualization and reference.
Journals- reference guides
MacBook- used to create, edit, and revise “digital stories.”
Smartboard – visualization and reference. Compare and Contrast
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When comparing by three chosen characteristics, the various grade levels have many similarities and differences. The first characteristic discussed here is level. Elementary school level was vastly different from the middle and high school levels. At the elementary school level, students were seated on the carpet, utilizing large group floor instruction; transferring to table group work, and then group presentation. The middle school level and high school level were similar, as students were seated on at tables/desk groups. This differentiation shows how different levels of students function best in a classroom setting. Younger students may require more flexible seating, frequent movement, and varying settings. The second characteristic is the setting. The elementary setting compared closely to the high school setting, with a low percentage of students coming from low-income families, serving only 24% and 13% of the population. Contrary to the rural and
suburban schools, the urban middle school maintains a percentage of around 56% of the population are from low-income families. Both elementary and middle schools show that there is a decent percentage of English learning students in the classroom. The third characteristic is technology use. A Smartboard was utilized in the middle school setting. The elementary setting
used a screen projector for a short amount of time. Both were used to demonstrate and provide visual aid for students. However, the high school students were using MacBooks, differing from the other two levels in a dramatic way. Historical, Cultural, and Legal Influences
The impact of technology on today’s children is highly debated. In almost all educational communities, technology is extremely utilized, revolutionizing classrooms. All three classrooms employed the use of technology at very different levels. Throughout the years, computers have become more common in schools. From each school having only one computer per ever 125 students in 1983 (Givens, 2022)
. Today, 82% of public schools have access to personal computers for most of their students
(Givens, 2022)
. In the high school setting, we saw that each student had their own MacBook. This gives the impression that this suburban public-school falls on the wealthier side of public schools. It is also evident that this provides students with the opportunity to have easy and quick access to all sorts of resources and information. They were also provided with the ability to share their stories with the whole class, using the classroom smartboard. The elementary classroom had the least amount of technology present. There was a screen projector in the beginning, reviewing the different American symbols, but it was quickly unnoticeable as the students broke off into groups and created posters. Being a kindergarten classroom, it seems that the use of books and posters in a more effective way to condense the information provided to them. It is a good way to utilize the resources that technology can provide, while still maintaining the correct level of content. High-Leverage Practices
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There were many high-leverage practices being observed in the three classrooms. In the elementary class, the teacher was leading a group discussion. Additionally, the teacher was establishing and maintaining community expectations; “Teachers set and maintain community expectations and establish classroom environments that preserve students’ dignity and autonomy,
while allowing for a productive and safe classroom community”
(University of Michigan, 2023)
. The students started all speaking at once, she stopped the class and reminded them they only speak one at a time. In the middle school classroom, the high-leverage practice observed was explaining and modeling content. The students were able to reference the smartboard, set up by the teacher, to visualize the graph they should be creating within their groups.
They also had the ability to use guides as a reference when they find themselves in a difficult section. The high school teacher used the high-leverage practice of providing oral feedback. Essentially, assessing students understanding and thinking, then guiding them to the proper place. “Feedback supports learning by focusing students’ attention
on specific aspects of their work and supporting their ongoing learning”
(University of Michigan, 2023)
. Roaming the room, each group received the proper attention and feedback, providing them with a better understanding of the expectations and content. PAGE 3
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References
Givens, A. (2022, September 8). How computer use in public school classrooms has changed since 2009
. Retrieved January 14, 2023, from eSpark Learning: https://www.esparklearning.com/blog/how-computer-use-in-public-school-classrooms-has-changed-since-2009
University of Michigan. (2023). Establishing and maintaining community expectations
. Retrieved from TeachingWorks: https://library.teachingworks.org/curriculum-resources/teaching-practices/community-expectations-and-behavior/
University of Michigan. (2023). What is providing feedback to students? . Retrieved from TeachingWorks: https://library.teachingworks.org/curriculum-resources/teaching-practices/providing-feedback-to-students/
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