Teacher Education 610 East University, Room 1228, Ann Arbor, MI 48109 Phone: 734-615-1528 Fax

: 734-647-9158 Email: te.program@umich.edu

Field Instructor Post-Observation Memo Student Teacher Danielle Sciatto University Field Instructor Herman Boatin Observation # 3
During this visit I: Observed instruction Met with student teacher Met with principal or other administrator Met with cooperating teacher Had group conference (CT and student) Other:

Date March 14, 2011

Observation Notes: Class began as Danielle moved to the center front of classroom and students spontaneously quieted. She collected assignments complete on Friday. Her classroom structure continues to be well managed and shows forethought and planning. Examples: Students have been trained to look for handouts placed conveniently as they enter the classroom. Materials to be used for demonstration are accessible and ready to use. She described the big picture, linking previous learning about photosynthesis to what will be done today. Photosynthesis concepts were reviewed. Clarification was made about light not being the food of the plant but the energy used to make food (glucose). Other concepts: chemical equation of photosynthesis, location and function of xylem and phloem. Danielle walked among students giving them a close up view of celery in colored water showing transport up xylem to leaves. Students were engaged and eager to ask questions. Danielle asks a variety of questions, some required one word answers and appeared to be confirmation of understanding. Others required more extended response, for example, "what did you notice about that?" At one point, a thoughtful student asked a question and another student answered it effectively. Danielle wisely chose not to elaborate, allowing the second students response to be the last word. Danielle distributed film canisters from a recent experiment to students near the front of all rows and asked them to check on the results of the plant growth experiment. Students reported each result to the class with Danielle tallying them as reported. Students recorded results on their own data tables. Danielle then related results to wave lengths of light and usable energy. In doing this, students found useful closure of the experiment and had information to link the results to the concepts of photosynthesis and plant growth. Danielle moved on to an illustration of a leaf cross section. The image showed structures for gas exchange between plants and the atmosphere and the movement of water from roots to leaves. The same image in student guided notes had no labels which students added as Danielle lectured. She continued to ask questions throughout the lecture and linked each point to recent learning. Danielle used the illustration of chloroplasts and its component parts but mainly to explain the location of glucose production. She
Rev. 8.10 Field Instructor Post-Observation Memo, Page 1 of 2

indicated that glucose was stored as starch because it "just can't pile up in the leaf." Another way to express that might be with the analogy to a factory producing a product that must be shipped off to storage for later use or use, in this case, in other parts of the plant. Danielle moved on to the Calvin Cycle. The diagram used on the screen allowed her to illustrate where reactants are used in photosynthesis, where products originate, and the relationship between the light dependent and independent reactions. A short video provided a summary overview of essentially everything that had preceded in the day's learning. Danielle did not allow the students to become lost in the details and repeatedly referred to the big idea of understanding energy in the context of photosynthesis and the plant structures involved to process this energy. The class experience today could best be labeled a lecture discussion. Virtually all of the students conscientiously used their guided notes which allowed them to maintain attention on the demonstrations, lectures, and visuals provided to support their learning. The lesson concluded with a short "quiz" in which students could confer and use their notes. These were tickets out of class at the end. Time management was excellent. Pacing never seemed to drag or feel rushed. Work concluded with one minute remaining.

Rev. 8.10

Field Instructor Post-Observation Memo, Page 2 of 2

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