InTASC Standard Three: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Name of Artifact: Date: # $ov. %&'%

bservation a !arker "iddle School

Course: EDUC 101: Introduction to Teaching

Brief Description: (isit to !arker "iddle School Rationale:

I found the visit to Barker Middle School rather rewarding I was a!le to see three different teaching st"les# and how effective the" were Utili$ing the ta!le on %age &'( of our te)t# I was a!le to co*%are the different classes It showed *e that not all of the essential teaching skills# could !e realisticall" !e used at ever" class session The teachers used st"les that were *ore effective for the individual su!+ect The ,*erican -istor" class was utili$ing the co*%uter la! at the ti*e# allowing students to research and co*%lete and in class essa" The organi$ation of the class was rela)ed and the students were a!le to discuss the su!+ect with their %eers .nce co*%leted# the teacher transitioned into a discussion of a worksheet that was covering the %residential election and *an" of its %olitical %latfor* issues -e had stressed the i*%ortance of a %olitical view# and that his %ersonal views were irrelevant when co*%leting the worksheet The worksheet encouraged the students to look u% and view current issues# which were !eing de!ated during the %residential ca*%aign The Band class was the ne)t class I o!served and its instructor reviewed the %iece that the" had !een working on the da" %rior -is organi$ation during the class took several for*s /irst !"

section such as !rass# wind instru*ents# and finall" %ercussion ,fter the sections were co*%lete# he then worked with the grou% as a whole -e went on to another %iece of *usic# and went to each student to introduce the new *elod" Toward the end of the class# the teacher focused on identif"ing ke"s on the chalk!oard .nce the student successfull" identified the ke"# he let the student %ut their instru*ent awa" -e re*inded the* of what to e)%ect on the ne)t class da" and the students were released to go to their ne)t class The final class that I o!served was a science class The instructor started class on ti*e and !egan with a 0uick review of the %revious class The students were asked to %lace their ho*ework on their desk and then went to a designated area to %ick u% toda"1s class *aterial The organi$ation of the class flowed evenl" into the ne)t su!+ect The worksheet utili$ed a gra%hic re%resentation of the %lant cell The teacher gave out the instructions on how to fill out the worksheet and %aired the students u% into tea*s of two She walked around the class and encouraged the students while the" filled out the worksheet She also answered 0uestions as the" arose .nce co*%leted# she reviewed the worksheet with the students and asked 0uestions as the worksheet was corrected The teacher !roke the class down into grou%s of four and sent the* to the la! ta!les The" worked on a %ro+ect utili$ing a techni0ue that the teacher found on the internet It co*%ared the cell functions to a cit" It asked which %arts of the cell would !e that cit"1s function Toward the end of class# she challenged the students to co*%lete an activit" online that would reinforce the learning that was given toda" The students then were given a ho*ework worksheet to take ho*e to color the different %arts of the cell that were covered in the class Each teacher1s a%%roach to the class was different in *an" res%ects to disci%line# deliver" of content# how 0uestions fro* the students were answered# and how each student was challenged to learn the *aterial given to the* I received %ers%ective on how fle)i!le to !e when in a teaching environ*ent It also showed *e the resources that teachers also use to deliver and reinforce the learning