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uly 30, 2013 for 18 MenLor-8esldenL MaLch uay

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Class discussion (warm up) + class notes
- the warm up (Is It a Food?) was really thought-provoking; great idea to get students engaged, connecting to
their lives, and then thinking back through it from a science lens
- notes are a nice mix of info to copy and parts for students to think and fill in with you. Keeps everyone engaged
- nice job with pacing- you really got a lot done
- you found ways to connect to past topics, like the N,P cycles, and pH through review of word 'hydroxyl'
- you did a good job giving positive feedback about getting homework done.
- during the discussion for the warm up (Is It a Food?), many students expressed
preferences rather than scientific explanations (claim - evidence - reasoning approach)
- certain students dominated the group conversation
- walking around, listening/joining individuals conversations provided more data about student ideas/discussion
- students maybe need a little more structure to have the type of group,
classroom discussions that I am looking to foster (conversation got away from me a little - how to reign back in?)
- I have to collect various types of data sources to determine if discussion is happening in my classroom (not
just group discussion, walk around to observe/take notes on small group discussion, or individuals discussions)
- might have had better control of the conversation if I had started asking students about their criteria for
deciding what was and wasn't instead of just discussing preferences. I could then add a column of things that
are not part of the definition (taste preference, individual metabolic issues, quantity).
- what worked for this discussion? tapping into students' previous knowledge, giving students another
perspective on a topic they take for granted everyday (food!), talk about things students are interested in
- how can I know I am catalizing discussion? include reflection at end of lesson plans (what I saw, what I heard),
record class/have students record their personal conversations (in pairs or threes or fours), keep an eye out for
classes where unplanned discussions did/could have happened (reflect on why I did/did not pursue discussion)
GOALS: PLAN at least ONE class of all discussion per unit plan (pick out one exciting topic per unit that I think
could stimulate good class discussion), get students to think about/express opinions/value judgments)
- use more group activities/fish bowl exercises/think-pair-share
activities (decide how to record data!)
very helpful to discuss what went well and what did not go so well in a lesson
helpful to discuss, as a teaching unit (CM and ST), what we can both do to help student learning
feel that, with the inquiry focus on teaching of ST, both CM and ST will learn things to benefit students