5/10/18

CP English 9 - Tremblay
Students talk with each other consistently throughout class but T keeps the class moving.
Students are good about asking questions.
All students are respectful and friendly with each other.
Class is decorated with student work, class expectations, class codes per block, current notes or
ideas dependent on class, and learning targets.
Board has learning targets and schedule for each class.

Students organized by name tag on desks on entrance

● Assigned groups
● Overarching grammar standard
○ Woven throughout the year
● Competitive grammar challenge “phrases”
○ Prepositional
○ Infinitive “to verb”
○ Participial “ing” & “ed” adj.
○ Gerund “ing” & “ed” noun
● Papers organized by color - need to have all answers correct before moving onto the
next “phrase”
● Students are already invested in the work at the outset.
● Pre-correcting for common mistakes and uses the check-in’s to confirm with
students the goal of the assignment
● Kids are competitive but ​honest
○ Patience is a virtue.
● Students are extroverted so competition is used to leverage energy and interest in
class
Students are given comprehension and analysis practice for homework where they are paired again
- students are able to work through the levels of comprehension (levels of the standard) in order to
better represent their understanding than they have during class.
5/11/18

Honors English 9 - Tremblay

Students arranged in groups for Jigsaw activity

● Summary needed first
● Three pieces of Key Details/Textual Evidence
● Brainstorming space on back
○ Shared Google Doc with T
Students always want more time - eager to do excellent work
● Groups based on skill level - pairing high-achieving students with students that
haven’t shown as much evidence of skill or progress in the level 4 of the standard
● Developing a new depiction of R&J scene using a different genre (modern day,
sitcom, rap, etc.)
○ Students who are introverted work better in smaller groups.
● Students are using creative ideas and discussion to develop scenes which depict all
of the same key information in a different format
● What ideas are consistent throughout genres/timelines/cultures that can be
conveyed creatively?
● Students really have to self-reflect about the logistics of the work they are creating
○ Does everything they have built in their world make sense?
○ Would the systems of the world of their story promote the same actions that
occur in the play itself?
○ Why are the things in the world happening?
● Students are in different parts of the act of the play in each group, so the resolutions
of the student-made scenes might not work in the same way

Students are tasked with presenting their new altered-genre scenes

● Students are sharing out through preferred methods - literal voice and choice
● T is chosen to read some assignments for the students
5/16/18

Algebra I CS - Flynn

Students are organized in small groups - there is seating based on: summative assessments being
taken (individual desks); board work being done (rows); table group (students working on the
same level of formative or standard)
Standards for each class are labeled clearly in flowchart form in the back of the room - easily
accessible to students.
Flynn has strong rapport with students and helps the students come up with memory tricks for
assisting through problems - corny jokes seem to help students remember the work done in
previous classes.
Incredibly quick responses to students who become distracted to get them back on task.

Students have taken the STAR - students are working on a warm-up problem for the day
● 4yx​3​z​2​ x 4x​4​y​3​ x -2x​3​y​3​z​4
● “Big math” on whiteboard - coefficient, base, exponent
○ Students are all working together to finish problem and remember
properties of exponents - specifically multiplying terms with the same bases
and different exponents
● Each part of question broken down to find specific answers for the coefficients and
each variable
○ Answers are combined to make collective answer

Students are given a second problem to try on their own

● One student moved locations to refocus - good initiative in class
● Reviewing division question
5/18/18

Algebra I CS - Flynn

Most students are actively working on warm-up/practice problem.

Several students consistently do little work - very little interest in putting in effort.
Students are working on ​3​ warm-up problems - perfect time for reviewing the properties of
exponents individually as well as the properties of mathematical operations on similar bases with
different exponents.
● Problems are broken down into more manageable parts so that students can use
this process to tackle larger more complex problems without getting lost or
confused later
● Students are working collectively to solve problems as a class
○ Established order of answering questions so that interested students all
have a chance to answer
● Good point to review that coefficients are consistently in front - review of
associativity indicating that the order of numbers and variables in a product is not
terribly important
● Students in this class are friendly and talkative - with each other often but mostly
with Flynn
● Kids are given voice and choice by being given the opportunity to do whichever
parts of the problem they like first, second, etc.

Big Math
● I don’t know why the kids love this so much, and neither does Flynn, but he keeps it
up because the kids all love it.
● This is a really good example of finding things that gather the attention of students
and repeating it

Students are going to the board to answer problems for the rest of the class
● Students are comfortable working in front of the class
● This class is incredibly comfortable asking and answering questions individually
and as a class
○ Flynn has the ability to run with class jokes and redirect into math
5/25/18

Pre-Calc CP/Pre-Calc Honors

Daily learning targets for each class is posted along with diagrams for what is being targeted in the
respective level of the standard that is marked.
Room has precalculus and calculus work posted on the walls as well as organizers such as the unit
circle posted with multiple means of representation.
J is very friendly and honest with students - they are comfortable asking questions when necessary,
but they are also very comfortable working independently on material.

The class is collectively working on solving trigonometric identities at the Honors level while the
students who are working at the CP level are doing practice work for an upcoming summative.
Students are working in small groups, pairs, or individually.
● Reminder of “what are we doing? What is our x value representing?”
○ Angles - always when dealing with trig

Practice problem as a group:

● cscx[cscx + sin(-x)] = cot​2​x
● csc​2​x - 1 = cot​2​x
● cot​2​x +1 -1 = cot​2​x
● cot​2​x = cot​2​x
○ J leads the class in discussion about the problem and takes multiple routes
based on student suggestion showing that there are few “incorrect” paths.
○ Review of least common denominator is used here as well as number sense
and determining which route, of multiple paths available to find identities, is
the most efficient.

Practice is given to students for simplifying trig identities.

● Problems are described like chess - seeing multiple steps one in front of the other
○ Sometimes problems lead to paths that don’t necessarily work - this is an
opportunity to take a step back and process what needs to be changed.
● Students are allowed to work together in discussion of problems.