Blog 1

This is my account I compiled from my notes from my *first* day observing!

Upon the beginning of 7th period, Mrs. “Green” met her students outside of her classroom, greeting and welcoming them. The students were still in the first week of a new 12-week rotation, so the environment was still seemingly unfamiliar – and Mrs. “Green,” quite aware, reminded her students of where to find basic materials needed to complete the day’s bell-ringer. While some students finished rather quickly, before she could proceed, Mrs. “Green” waited patiently on those who needed an extra minute’s time to carry out the simple assignment. She quieted the other eager and anxious pre-teens -- realizing though, they were reaching the end of their day. Nothing much could silence their enthusiasm.

Mrs. “Green” gave detailed instructions to the students, asking them to collect their materials and head to the cafeteria – where they would then meet with the 6th grade health classes, culminating the final stages of a cooperative learning projected entitled “Affirmation.” There, the students were broken up into groups randomly, where they were to answer intuitive questions of their peers’ artwork – a critique in a sense. These questions addressed higher-level critical thinking skills, calling upon students to form an opinion, asking for example “Of the group, which artwork do you think shows the most positive affirmation?” In order to insure full cooperation, the co-teachers disclosed that the group would receive one grade – and that each member was responsible for writing and answering one question. This, they believed, would prevent hitchhikers.

As students finished, they were told to hang their images in the hallway following a particular format. They then received immediate feedback verbally, as well as that which would come later -- as mentioned, a grade summative in nature. Some groups finished earlier than others (as expected), and they were instructed to read AR books or finish homework until the bell rang. Some followed suit and quietly completed work – and not surprisingly, some chatted and flirted like most middle schoolers do. But like always, promptly at 2:55, class dismissed and the students scurried off – without a second thought!

In my opinion, Mrs. “Green” did most everything right – and conducted her classroom in a similar fashion to how I will one day. I appreciate the idea of greeting the students and welcoming them upon arrival, letting them know you care. I also feel that taking plenty of time for tasks, even those like a bell-ringer, keeps the playing field level and “allows for students’ different paces of learning” and working (McTighe, 2006, p. 51). I feel that Mrs. “Green” understood the unique time of day and sought to find an assignment that would captivate her audience and keep their attention during the last minutes of the day.

Marzano (2001) also champions cooperative learning, mentioning that in order “to maximize students’ experience, it is probably a good idea to use a variety of criteria [for grouping purposes]” (p. 89). By randomly pairing students, Mrs. “Green” makes use of what Marzano (2001) calls Informal grouping. I believe this was quite successful, as it truly called the students to come together as group! Students could not rely on a single member, as they were required to write at least one question (which was checked by means of different handwriting). The questions asked of students were intuitive and thought provoking and more than likely a good measure of understanding in terms of their comprehension of the term “affirmation.”

Lastly, I feel that the assessment tools used for this project were appropriate and necessary. Once again, Marzano (2001) mentions the importance of regular feedback – that which is criterion referenced and also sometimes, student-led. Mrs. “Green” and her contemporary (co-teacher) spoke with student groups individually, as well as the conclusive grading through the use of a rubric. Also, the conclusive nature of the critique in general, I believe, was a wonderful way to conclude the project. Students hopefully drew connections between what they learned to their work and others’.


Any thoughts?

Jordan