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Missing oppotunities for access and agency

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Missing oppotunities for access and agency

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Teacher does the talking - therefore teacher is doing the leanring.  Students were not given opportunities to perform.

Passive student learning is the norm (e.g., listening to direct instruction and taking notes, reading the textbook, seatwork, worksheets, etc.)

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Missed opportunities to hear student voice and cooperative groupings, but context about remediation or groupings with this set of students was lacking.

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Limited Evidence of Formative Assessment

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Limited Evidence of Formative Assessment

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Questions were closed-ended. "Did we understand that? Do we have any questions?" As opposed  to "Is this a ____ or a ______? How do you know?"

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Students needed contexualized information in order to relate to the topics they were working on. The use of "angle" was used but more information or physical materials needed to be present in order for students to feel a connection to the material.

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Teacher called on remote students and in person students to name the groups and give them opportunities to share.

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Teacher did not provide multiple ways for students to engage. "If you have a question shout it out"

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No hands-on manipulatives. Possible use on-line tools for students to grapple with the concept. Missing opportunities for critical thinking.

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Missed opportunities for assessing students' understanding (teacher answering own question or giving more information than necessary).
Later in the lesson evidence of asking the questions about vocabulary.

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Trying to balance out responses from males and females

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Trying to balance out responses from males and females

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Asked for female students to answer more questions that prompted more participation and seems like the males waited a bit longer before answering.

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Providing students with the opportunity to understand the concepts. Teacher spoon-fed students the answers.

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Providing students with the opportunity to understand the concepts. Teacher spoon-fed students the answers.

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Limited collaborative discourse limited access and agency of students. They were ping-ponging questions and answers to the teacher back to students using low level questions to meet this task.

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No differentiation and scaffolding taking into account the needs of all learners.

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Teacher was comfortable switching from remote and in-person students.

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Teacher changed the view from remote to in classroom creating simultaneous experience.

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Teacher started the lesson with a roadmap for the current lesson and remainder of the week.

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Consider how to utilize online tools for students to grapple with concepts.

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Consider how to utilize online tools for students to grapple with concepts.

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Being familiar with tools and resources available by grade level. Also, have strategies and examples of what is meant for it to be done well. Much strategy with resource.

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Consider using a flipped classroom activity where definitions are given on video at home so students could engage with the material differently when meeting with the teacher. More meaningful activities in the classroom make a better use of time.

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All of the questions were oral. Could you use a poll or other tools that could help students stay engaged in the material?

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Rebecca: students can answer MCAS questions but lack deep understanding of concepts

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Joel: no community building and only 1 redirected question

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Joel: no community building and only 1 redirected question

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no opportunity for students to demonstrate what they know

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Joel:  This is not a class where I would ask a question if I had one; " This is easy..this is review...everyone's got this"..from teacher before moving on

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Joel:  This is not a class where I would ask a question if I had one; " This is easy..this is review...everyone's got this"..from teacher before moving on

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Not an environment where students and teacher construct math together

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Elijah: math thinking was not made visible by students

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Elijah: math thinking was not made visible by students