Observation #1, #2, #3, and #4

For my first two observations I observed a Freshmen Pre-AP Algebra class at the

Transmountain Early College High School. Overall the class was filled with small tasks the

students completed in groups, while Mr. Gomez walked around to check for understanding of the

lesson. This follows the strategies mention in the Fundamental Five by Mike Laird and Sean

Cain, specifically Small Groups Purposeful Talk and Power Zone. This helped maximize the

students learning by communicating with each other about the concepts being taught, and the

accessibility they had to Mr. Gomez to ask any question. Additionally, the classroom

organization made it possible to implement these strategies. The student desks were in groups of

four making it easier for students to collaborate, and for Mr. Gomez to walk around to talk to all

the small groups. The set-up also allowed students from all levels to participate and learn from

each other as Vygotsky’s theory says, “we learn from each other.”

The lessons were pretty much the same for both periods, two warm ups at the beginning

of class, two homework questions review, the lesson, two activities involving groups, and

starting on homework with the time left in the period. This made Mr. Gomez take on the roles of

an instructor and facilitator, by teaching them the lesson and having students discover the answer

to their question rather than answering it for them. Throughout both lessons Mr. Gomez had to

maintain a high level of energy because of the age group his students. He would play music

during the warm-ups to engage students and not have them get bored or sleepy during the lesson.

The role technology played in this class was the use of the smart board with access to the

internet. This makes teaching math easier by having the ability to highlight different steps in

solving equation, making it easier a student to grasp. It also saves valuable class time because the

teacher isn’t worried about looking for dry-erase markers or chalk. Additionally, the class has
adapted to the needs of the 21st century learner by having students access their homework online

through the school program Schoology. Thus, eliminating the excuse student not knowing what

the homework was for the day. As well as the student being to able to google any question, they

may have had about the lesson taught when doing their homework.

In conclusion the classes were very interactive with a combination of student and teacher

centered instruction. There were many opportunities for the students to learn either from Mr.

Gomez, their peers, or even online, maximizing their knowledge about the concept being taught.

Therefore, this class exemplifies the new generation of learner and instruction.