Observation Example #4

Name: Brian

Date: 1/22/11

Introduction:

This was a Physics class with 12 students in it.

Class Atmosphere:

The class was very engaged in starting the hands on project – the long awaited ball drop project. Engagement was high as students were working very diligently on the project.

Student Learning:

Class started with you introducing the students to the project that they were going to start today. This was very well done because you:

• made the project expectations clear to students via your webpage
• had a visual representation – video – for what students would ultimately be doing (they have a goal to work toward)
• made a connection between the project and the work that the students have been learning in class previously
• had a real world application for the work that students had been doing
• told students how they would be evaluated on the project, which included a structure that ensured students work through failure to achieve success.

What was also noteworthy about the lesson was the way you set things up to really force the students to have to THINK and figure out certain aspects. For example, how they can figure out the Vo on their own.

Students got down to work and you provided just the right amount of information to get them started but you were careful not to give them answers. Students seemed comfortable working together and everyone seemed to be involved in getting some measurements accomplished.

Watching some students struggle with some measuring tasks caused me to think that there may have needed to be some pre-instruction about some basics, like whether to use inches or centimeters.

Summary:

Brian, this lesson was another good example of your efforts to provide your students with some hands on and practical application of scientific concepts that they are studying. Your focus on getting students to have to think for themselves is a clear example of our efforts to bring creative and critical thinking in the classroom. Nice work! - Peter