Project-Based Instruction Instrument for Student Observation 2 Student Metacognition Observer: Gemma Holdman Class Date: 01/31-02/01 Class

Times: 11:55-2:40 Class Location: Buchholz High School (8-027) Course Title: Math for College Readiness

Research indicates that students learn better when they take ownership for the learning. The concept of PBI is based on this premise. In order to take ownership for ones learning you must be provided with information about what is important and the overall goal. The obligation for communicating that information belongs to the teacher. For this observation, you will be observing two consecutive classes and looking for how students are informed of the teachers expectations. Specifically, the delivery of information to students that is intended to insure that they know what is expected of them during the class time and outside of class. This includes verbal and written forms of delivery. Please pay attention to what is said and what is on the board when students arrive and leave class. (1)What information was provided to the students when they arrived in class? Explain how the form or content of this information may have changed between the two class periods. a. Written/projected everyday, for all three class periods that I observed, a warm-up was placed on the projector. The warm-up includes all instructions necessary for the students to complete the activity successfully. b. Verbal students understand what is expected of them when they enter the classroom. Some students in each class have a tendency to be disruptive and talkative. In these instances the teacher reminds them of their objectives/tasks and/or asks them why they are behaving in a certain way. c. Consider the total volume of information that was provided, and determine the amount that was related to general housekeeping (e.g., housekeeping, due dates, field trips, late assignments, etc.) and the amount that was related to the concept goals (benchmark) for the day. Do not include any time spent on delivery of lectures or explanation on how to do an assignment. Explain your results. From the classes that I have observed over the past few days I would say about 30% is spent on housekeeping, 30% is spent on classroom management, and 40% is spent on the daily concept goals. The students in the three class periods are required to be there and are currently seniors. With that being said, most of them are reluctant to be there and are not shy in showing their feelings. The first 10-15

Project-Based Instruction minutes of class is spent on checking homework and a warm-up. The rest of the class is for the daily content, however, classes usually have quite a few interruptions due to behavior and/or other issues. (2). After you have observed the first class and have a good idea of what concept is being taught, pick several students from the second class and ask them what they are doing and why they are doing it. Compare their comments to the expectations that are communicated by the teacher and describe your findings. Some of the students I talked to made comments along the following lines I dont really know what Im doing; Im just doing what Im told to do. Others said things like These are some of the things we need to know to graduate and pass the SATs. The first statement does not align with the expectations communicated by the teacher. The second statement aligns well with the teachers expectations. Many students do not like teachers and believe they are wasting their time. It is a shame they have those opinions because teachers (or I hope at least a majority of them) are trying to help students reach and exceed the educational goals set forth by the state and/or nation. However, some students wont realize that until after high school and sometimes not at all. The other set of students may not want to do the work assigned by the teacher but will because they understand it is for their benefit. I believe most students fall in one of the two groups. (3) If this were your PBI classroom, what elements of the classroom environment would you keep the same and what would you do differently? Explain. If I had these classes I honestly would set it all up differently environment, management, etc. I think my mentor teacher does a very good job but we have different styles. My mentor teacher has very strict classroom procedures and processes and the students always try to resist him. The first week of classes I want to incorporate team-building exercises and really spend the time getting to know my students. I want to put in place a specific routine and set of rules but not as strict. I want respect and trust to be developed in the first week to set a good tone for the rest of the year. Also, seniors range in age between 16 and 19 and I would want to treat them like adults. Not only treat them that way but also expect them to behave in such fashion. Setting high expectations is important. The classroom I am mentoring in isnt very warm and inviting in my opinion. My classroom will have more manipulatives, more math posters, and be extremely organized. I am a very visual person and I know a lot of people are, so the visual appearance of a classroom can have an impact on students.