Observation Reflection 1

1a: What are some ways teachers present content and utilize discipline specific learning strategies to support and deepen understanding?

Content is presented both verbally and visually via powerpoints, videos, and text. Visual aids are used for visual learners in PowerPoint presentations and physical note copies to help make connections. These visual aids range from simple icons to full slides of imagery or instructional videos. Much of the content revolves around microscopic concepts too small to observe naturally. Periodic tables and models of atoms or molecules help students conceptualize the information. Kinesthetic learners benefit from guided activities and science experiments that allow them to work with their hands or walk around. Fill in the blank guides are given along with lessons or lectures for students that learn with reading and writing. The fill in the blank guides also work as easy to read notes to look back at to review information.

1b: In what ways are teachers' knowledge of the learning process and learning differences reflected in planning and preparation?

The teacher has different tiers of classes. In one of her later general class periods, there are a few special needs students. These students are given extra one on one time during the independent work portion of the lesson. The teacher is able to see who has an IEP via their schools’ computer programs and give extra time to those students to complete assignments and homework.

1c: In what ways do instructional outcomes align with grade level standards to ensure ambitious instruction for all students?

Instructional goals that align with the New Jersey standards for 9-12 Science are clearly outlined with regular study guides. The teacher is clear with what she expects the students to learn on a daily basis as well. On the board, learning goals are posted instead of essential questions. Students understand what is expected of them and demonstrate mastery of the information with regular testing. The New Jersey standards pertaining to what I have witnessed revolves around HS-PSI: Matter and Its interactions. Students are expected to show a knowledge of the elemental groups on the periodic table as well as vocabulary and terms relating to molecules. An example of the students goal would be HS-PSI-1, which is being able to model and predict the properties of elements on the periodic table based on the energy level of electrons.

1e: How do teachers plan thoughtfully organized instructional groups that will build on students strengths, encourage dialogue, and foster collaboration?

Sometimes students are paired up based on ability. A student that is struggling may be paired with a learner that better understands the material so that nobody falls behind will others move on. Other instances include groups that form based on those who are not able to complete assignments or struggle with content and are given more thorough instruction with an instructor. These groups are able to receive direction directly from an instructor and can complete assignments at the same pace as the students who are completing the task without difficulty.

1d: In what ways do technology and digital resources enhance personalization, connection, exploration, and intellectual engagement.

Technology plays an important role in teaching nowadays. Calculators are used on a day to day basis by students to complete mathematical equations. Students utilize online platforms that act as a hub for their grades as well as provide useful information. The information these programs can provide are also important items such as class syllabi and assignment rubrics. The students at the highschool I shadowed used the Genesis program. With this program teachers could also view students' grades and view vital information about students, like if any child had an IEP or what level they were in the English learning program. This helps the teacher better interact with students and tailor their lesson plans to their needs.

The students are also able to access ipads that are kept within the classroom. These ipads are used by the students to complete assignments in the room. There are also instructional programs the students can utilize for visualizing concepts normally too small to see. An example of this was when the students were seeing how valence electrons looked in a valence shell.