Excursion 4

 

  1. Start be describing the context of the learning. What School district and school? What subject(s)? What was the goal of this/these lesson(s)?

 I am currently working at an NYC DOE elementary school located in Astoria, Queens. It is in district 30 and it is called P.S. 171 Peter G. Van Alst School. The school is a Title 1 school and has very low NY State test scores as long as a low attendance rate for the students. The subject was reading/ writing and students are learning how to make a claim about a character and support it with evidence from the text. The goal of the lesson is to teach students how to use text evidence to support their work. Students will be taking the ELA and Mathematics State Exams in March and April and the curriculum we follow coincides with the state standards. Students are learning how to write in paragraphs and how to go back into the text to find evidence.

 

  1. b. Next, describe (in as much detail as possible) the lesson(s) itself /themselves.
    What did the teacher do? Why did he/she do it? What do you think their intentions were?
    How well orchestrated or cohesive was/were the lesson(s)?

The lesson itself was arranged very well, the teacher followed and “I do, we do, you do” model which the students in my classroom need. The teacher began the lesson by introducing the teaching point/ lesson objective. She then wrote the lesson objective on the board and asked the students to copy it down. This way the students are aware of what they will be learning today. She began by introducing the text the students were going to use for the lesson. She chose a text the students were familiar with, this way the students were engaged throughout the lesson. The teacher stopped throughout the lesson for Think Pair Share which allowed the students to learn from peers. After the class finished reading the book, the teacher made a claim about the character and used text evidence to support her claim. Once she was finished she gave the students time to think of a claim and share with a partner. Then she started modeling how she would write an introduction, claim, use evidence to support it, and elaborate on her evidence. The students then did the “we do” portion of the assignment and the teacher wrote one of the student's answers on the board. Once the students began the “you do” portion of the lesson, the teacher still worked with a small group of students who needed more support. The teacher wanted every student to be able to complete and understand the assignment considering the students need to learn how to do gather text evidence. The teacher was able to support her students as much as possible.

 

 

c. Next, describe what the students were doing and how this did it. We're they engaged? All of them or just some of them? All of the time or just some of them?

What did the teacher do to manage their engagement? Were these actions effective? Why or why not?

 

The students were engaged throughout this lesson with the teacher reminding students to stay on task. The teacher kept a timer on the board so the students were able to see how much time they had left to complete the task. I think this allowed the students to stay engaged and on task. The teacher allowed the students who finished early which were the higher students in the class to help a peer who was struggling. The teacher allowed students to turn and talk during the guided practice and modeling which allowed students to have time to think on their own and give them time to talk. I think for the majority of the lesson, the students were engaged and they were able to complete the assignment.

 

 

    • Gerald Ardito
      Gerald Ardito

      Rachel,

      You did an excellent job with this post. I particularly enjoyed your description of the lesson, which was very thorough.

      I was wondering if you noticed any ways that this teacher worked with individual students, especially those who were struggling. What did you notice there?

      I am also wondering what you mean when you say the students were engaged? What about students who were not engaged? What were they doing and/or saying?

      Lastly, is there anything you might have changed or done differently in this lesson?

      I look forward to reading your responses.

       

       

      • Steven Demartis
        Steven Demartis

        Rachel, 

        It sounds like you are able to observe a very well designed lesson. The ' I do, We do, You do' model is crucial especially at the elementary level as young students need the scaffolding and modeling in order to properly execute skills. Think Pair Share is also an excellent strategy for promoting peer collaboration! Despite it being classified as a Title 1 school, it sounds as if every educator in the room is committed to providing each student with the opportunity to obtain success. 

        • Rachel Aspenleiter
          Rachel Aspenleiter

          Hello Professor Ardito, 

          During my observation, I saw another teacher in the room pull students who struggled to the back table. The teacher that pushes into the class is similar to a SETTS teacher.

          Students were focusing on the board and engaged in group discussion. Many times students eyes wonder around the classroom or sit there and do not complete work. I think because the students enjoyed the book, they were able to stay engaged throughout the writing lesson. 

          I would have differentiated the lesson a little more than the teacher did. One small change would to have let the students fill out 2 reasons instead of 3 because of the time allotted to the lesson. 

          • Miranda Barbara
            Miranda Barbara

            Hey Rachel, 

            Great post, you were really able to give a lot of detail from your observation! For my observation I was in a 6th grade class, and I observed math lessons. I see a lot of similarities between your teacher and my teacher. I realized that after reading your post, my teacher was also following the "I do, we do, you do" lesson model, I just didn't think about it when I was writing my post.

            During my observation my teacher also took the time to work with a small group of students in the back that were still struggling with the lesson. I was curious in your situation if your teacher gave the student an option to work with her in the small group or not? My teacher did give the students a choice, but I would think that maybe for younger students she wouldn't. 

            During my observation I also noticed that some of the students in the class also had to be reminded to stay on task and complete the work. I just seems that all teachers need to be constantly reminding teachers to do this. It makes me think that we really need to make a change in all classrooms to relate lessons more to our students to keep them motivated. 

            • Hannah Treuer
              Hannah Treuer

              Rachel, 

              I love this lesson! I find that every time I implement a i do, we do, you do strategy into my classroom or observed this strategy it is very successful with every age group. The kind of support students feel during this strategy I think is the main reason why its so effective, students are not afraid to try and fail because everyone else is doing exactly the same. Also, I like how the teacher made the learning objective of text analysis as a central focus and made sure by the end of it every student was able to do just that. Very great explanation of this as well!

              • Heidi Anthony
                Heidi Anthony

                Hi Rachel,

                This post is very interesting. I have never heard of this strategy but I will definitely be implementing . I think it creates a positive learning environment that promotes interactive learning. I think this allows students to stay on task ( for the most part). Something that can help with this strategy is positive reinforcement. During independent practice my mentor teacher walks around to help the students and reward them with snacks ( people who are on task).

              ED 524 Spring 2020

              ED 524 Spring 2020

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