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Element: 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning in integrating social studies and writing.

I took note of a lesson format in math that is very relevant to a goal in writing and social studies, in which student time is the focus and instruction is balanced with the time given to students to articulate their thinking to each other, which allows them to develop their thinking.

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4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

Padma really did a great job really controlling the pace that students worked at throughout the period. She had the class working on a short section at a time, preventing students from getting way ahead/behind. This helped every student feel safe about their progress of work and created an effective learning environment. In my class, I would like to prevent students from distancing themselves from others more often through similar structure that I saw in Padma's class.

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1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.

I was most interested to see how the pace of the lesson as well as the focus of the students could be directed very intentionally by the teacher by selecting only certain problems to display on screen. By using individual classwork slips for each problem, the pace of the fastest students can be controlled so that they have time to communicate their reasoning, use the content area vocabulary, and explain their thinking to their peers. At the same time, the slower students can work at a pace at which they do not see their peers working several problems ahead.

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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn.

In Padma's class, I observed her distributing out problems one at a time, via paper to the groups. This ensured that groups focused on the problem at hand, and couldn't "jump ahead" in an attempt to finish first. This in turn, made the environment of the classroom much more equitable in that "fast" and "slow" groups were forced to work at a relatively similar pace.

6.2 Establishing professional goals and engaging in continuous and purposeful professional
growth and development.

As someone still new to the teaching world, I found this entire process beneficial in improving my own methodologies within the classroom. While I attempt to absorb as much information as I can from my peers, it is always helpful to see my colleagues in action. From Padma, I saw how smooth a class can run once established routines are put in place with student buy-in. From Barbara, I observed the benefits of a more "free form" lesson. Namely, the importance of student creativity and group dynamics in working on projects that are purposely vague in design.

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1.1-Using knowledge of students to engage in learning

In Barbara's class, she had groups create a survey and then individual students answered the survey to help guide the activity in the days to come. I could see that this really interested and motivated students to get going on the task at hand. The students were the ones doing the majority of the work and they were collaboratively working together throughout the period. The teacher in this case worked more as a facilitator and you could see how effective the activity was. It engaged their critical thinking skills, allowed them to generate their own questions and taught them a lot of the fundamental skills needed to be successful in the classroom. I would love to do a similar activity where the students collect data, through a tool in which they create together, to drive an activity.

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2.3 Establishing and maintaining learning environments that are physically, intellectually,and emotionally safeAs teachers develop, they may ask, “How do I...” or “Why do I...”• arrange the learning environment to facilitate positive and productive classroom interactions?• encourage, support, and recognize the achievements and contributions of all students?• encourage students to take risks and to express thoughtful and respectful opinions related tothe topic or subject of discussion?• foster the development of each student's self-esteem?• create a safe, accessible learning environment for all students?

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2.3 Establishing and maintaining learning environments that are physically, intellectually,and emotionally safeAs teachers develop, they may ask, “How do I...” or “Why do I...”• arrange the learning environment to facilitate positive and productive classroom interactions?• encourage, support, and recognize the achievements and contributions of all students?• encourage students to take risks and to express thoughtful and respectful opinions related tothe topic or subject of discussion?• foster the development of each student's self-esteem?• create a safe, accessible learning environment for all students?

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1.2/1.3 tapping into prior knowledge and connecting to real life experiences. Teacher used in class predictions to demonstrate learning target

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2.2 Create an environment that promotes optimal learning for each student?
-Students had individual work time to form their own ideas to answer questions on their iPads. The teacher told the class that it's okay if they are not done and that they should continue writing to finish their thoughts. But, for the students who are finished, they may start sharing and discussing with their group members. This way, students who are not done and may be stuck, can hear more solid details from other students. And for students who are sharing, they are able to listen from a different point of view and possibly new ideas

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1.4 Using a variety of instructional strategies, resources, and technologies to meet students’diverse learning needsAs teachers develop, they may ask, “How do I...” or “Why do I...”• select and utilize a range of instructional approaches to engage students in learning?• use a variety of strategies to introduce, explain, and restate subject matter concepts andprocesses so all students understand?• help all students learn, practice, internalize, and apply subject-specific learning strategiesand procedures?• use differentiated instruction to meet the assessed learning needs of students and increaseactive participation in learning?• adapt materials and resources, make accommodations, and use appropriate assistiveequipment and other technologies to support students’ diverse learning needs?• utilize multiple types of technology to facilitate learning?• examine and use resources that minimize bias?

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1.4 Using a variety of instructional strategies, resources, and technologies to meet students’diverse learning needsAs teachers develop, they may ask, “How do I...” or “Why do I...”• select and utilize a range of instructional approaches to engage students in learning?• use a variety of strategies to introduce, explain, and restate subject matter concepts andprocesses so all students understand?• help all students learn, practice, internalize, and apply subject-specific learning strategiesand procedures?• use differentiated instruction to meet the assessed learning needs of students and increaseactive participation in learning?• adapt materials and resources, make accommodations, and use appropriate assistiveequipment and other technologies to support students’ diverse learning needs?• utilize multiple types of technology to facilitate learning?• examine and use resources that minimize bias?

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2.7 Using instructional time to optimize learningAs teachers develop, they may ask, “How do I...” or “Why do I...”• organize instruction to optimize learning time?• pace instruction to accomplish learning goals?• re-direct students’ off-task behavior to make the most of instructional time?• adjust instructional time so that all students remain engaged and challenged?• structure time for both independent and collaborative learning opportunities?• balance instructional, preparation, administrative, and managerial time?

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2.7 Using instructional time to optimize learningAs teachers develop, they may ask, “How do I...” or “Why do I...”• organize instruction to optimize learning time?• pace instruction to accomplish learning goals?• re-direct students’ off-task behavior to make the most of instructional time?• adjust instructional time so that all students remain engaged and challenged?• structure time for both independent and collaborative learning opportunities?• balance instructional, preparation, administrative, and managerial time?

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Joyce did a good job of know her student's academic levels and hit on that level plus 1. This prevented the student from getting too frustrated

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5.4: Using assessment data to determine learning goals and to plan, differentiate, and modify instruction
The teacher walked around to check what the students were sharing in their table groups with their partner on questions given to them. It was, however, an informal checking in. I hope to see more on how students assess each others' work or give each other feedback on answers in my next lab.

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1.2 Connect classroom learning to students' life experiences and cultural background
-During ELD class, the teacher wrote down a word "Record" on the whiteboard and let students think about what that word may mean. Teacher asked the students to come up with similar words to connect with the written word. Students had to brainstorm and pull out what they know from their own experience. One student was able to come up with a word "capture" because he is used to capturing a moment through smartphone/iPad.

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6.3  Collaborating with colleagues and the broader professional community to support teacher
and student learning.
--Due to some challenges in my current classroom, I was hoping to get some pointers on working with IAs. During the observation, the students were working in small groups. There was not a lesson. IAs walked around helping, as needed. Unfortunately, this did not provide me with a learning opportunity in this area.

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students
--Not my target area, but this was cool to observe: During Hurricane Harvey, teacher noticed that students were very interested in discussing this natural disaster, but they had a hard time relating to it. Because of student interest, she changed her plan for the year to begin with informational writing and focused on earthquakes.  Students eagerly worked on creating presentations about earthquakes to present to class.

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1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences
At today's lab, I observed the teacher, Lexi Monett, connect to students life experiences by talking about rights and what rights do they have. She did so in order to start working on the Magna Carta from the 13th C that she could then relate to teaching the American Revolution and the Declaration of Independence in the US.
Lexi also made sure that the students 'voices were heard. They were appreciated for their answers that they shared out and were also given a word of encouragement even though the answer wasn't quite what she was looking for.

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1.1 build a trust with students and foster relationships so students can thrive academically.
-In the class I observed, the teacher built relationship with students by revealing about herself through a picture a day. This way students can see that their teacher is a human being and be able to connect with the teacher. Also, teacher has built a safe environment for students to engage in classroom discussion by having students stay quiet but actively listen when someone is speaking. When a student was talking or not focusing, the teacher went to quietly remind the student.

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1.1 understand /recognize behavior - teacher responded to interruptions in a calm manner; redirected students in a positive way. She understood why a particular student demonstrated some challenging behaviors and shared it with us at debrief. She differentiated instruction with varied expectations in a way that prevented a debate over what might seem "fair".