Participant Observer: Tammy Barcalow
Class Observed: 4th Grade Science,
15 regular ed and 4 LD/BD inclusion students
Other Participant: Special Ed Aide
Date of Observation: Tuesday, February
15, 2000
Time: 1:45 - 2:30 pm
Because I teach both science
fourth grade classes, I am constantly observing my teaching so I can make
improvements and modifications, for the second class. This is the
first time I have written down my thoughts and observations.
My team is looking at the use of technology and science. This assignment
had perfect timing! Only last week, I started the Rock WebQuest with
my students.
On Tuesday, we switched
classes as usual at 1:45pm. The other 4th grade came into my room
and headed straight for the five computers along my windows. Five
students had been assigned to log on to the computers each day so any computer
files could be saved under teammate's name. The other students grabbed
the "travel packs" from a basket and everyone gathered tightly around the
groups' computers on chairs and the tops of desks. The students were
very excited to begin. I welcomed them and encouraged them to begin
working well together as they had during our last meeting. Only one
student noticed the tape record, I quickly told her to not worry about
it and it was not mentioned again.
As the class progressed,
I walked behind the groups to help as necessary and to encourage on task
behavior from all group members. The five groups have been working
at different paces. They must have their travel packs approved by
me before they can move onto a new activity. They understand this
and although there is a "race" to see which group can reach the top of
the mountain first, they are also trying to a good job. For the most
part I have been very impressed. On Tuesday, only one group was not
working well together. The aide tried to encourage them to work,
while I helped with technical and rock related questions. She finally
had to have me talk to the group. One student, a very hard working
quiet student, was sitting infront of the computer doing all of the work
while the teammates were quietly goofing off. I immediately switched
the positions of the students so the hard worker was sitting on the desk
behind the others. I assigned specific jobs to each of the students
instead of letting them choose their jobs. This new arrangement worked
well for the rest of class - even though they didn't work as quickly because
the lower students were actually paying attention and reading the web pages
now.
Throughout the class,
the most comment question was about the layers of the Earth. I helped
to direct the students to the best web site to provide information.
The groups also had questions about how to draw the cross-section of the
Earth as there was no well drawn example given on a web page. I have
been very pleased with their results. They a have been reading about
the layers and applying the knowledge into a labeled drawing.
As the class came closer
to the end, the students became more restless and I started to watch the
clock more than usual. I gave the class 10 minute, 5 minute
and one minute warnings. (I haven't figured out if this new method
of teaching science takes more out of me - or if I just need more sleep
anyway.) When the class was over, they students knew to log off the
computers and to put away the travel packs. They were disappointed
to leave and interested how far up the mountain each group went.
When the students were quiet, I walked them back to class.
This assignment was new
to me because I used a tape-record rather than a camcorder as I did as
a student teacher to observe myself. It was also interesting to be
able to hear some the the engaged conversations going on near the tape
player when I with other groups. As I observe myself and my students
during the Rock WebQuest, I will be able to improve the web page and my
methods for the next time I teach the unit.
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