Alina and Cindy Co-Observation #2

1:00 Open discussion about what they remember from Connects content
sarsef visit and science fair projects. (activating prior Students represented
knowledge)
They start to generate the steps. Each table will Materials/Technology
have a poster with a folk tale problem solving kit
(story with problem they need to address with their
design). Student Engagement
Students are very excited (student said: “This is
going to be so fun, they just make it so fun”). Accommodations
They then record a summary of what should go in
each spot on the graphic organizer/planning Active Participation
document. Behavior Expectations
Jobs are outlined and explained. Clear Instructions
Eyes up here (to gain attention).
There was some confusion about the second
materials person. Reassure students about more
opportunities for other jobs- some wanted to do
particular jobs.

1:17 Distribution of materials- students get kit and read Varied Materials
story. Some confusion with roles. I wonder if a card
with the role could be given to keep it clear-
although some groups were fine.
Students are focused and engaged reading the Student Engagement
story. Connects Content

1:35 Reminder about time left and where they should be Timing
in the process. This pause pushes them to really
finish their plan (timer helped). They then vote on a
plan to try and start to build. All students record
their plan in order to have everyone generate a
plan/participate. Will this be used as a part of Collaborates
assessment? You all circulate to support groups in
moving along and resolving problems. Most
students are really participating- all of the
instructors are helping to be sure all are
participating.
Students have posters that are needed to

2:02 Timer goes off and they bring the group back
together.
 Hands up. Cindy says she sees that they are excited
and that many of them are close to finishing, or
finished.
They have guiding questions on the board for the
sharing out. Each group shares. Discussion is
focused on how many tries, what they needed to do
to improve and how they fixed the problem.
Several are still working on the project.
Some referred to who came up with particular
ideas. Students took turns sharing and were excited
about sharing the process.
Lots of reflection on team work and listening to
others. All groups almost finished.
Final discussion- good job and many talked about
listening to each other.

Debrie Engineering process- was executed. They had a hard

f time working together but that came out in the
reflection. Plan and execution didn’t work- but the
organizer was hard to add in because they didn’t
have enough time. You accomplished the objectives.
There were a lot of skills layered on to this lesson,
so it made sense to adjust and deemphasize the
steps.
Changes- focus on team work, instead of the graphic
organizer.
If they all had the same kit, they could have worked
together a little more- read the story together, etc…
Sharing at end- role of the presenter. So they would
have to prep to know what to share.
Very student-centered.
Graphic could be part of the assessment. Their own
individual plan could then add in their
improvements to see if they are really thinking
about the design process.