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In Mr. Gagne’s Health classroom, he immediately tries to gain his students attention by providing them with a “Do Now” activity. Today’s unit is reproduction, Mr. Gagne is using this activity to inspire their interest in the topic. In this unit the “Do Now” is accompanied by visual aids to further capture their attention and stimulate curiosity. I also observed an “I can” statement on the board providing the students with their learning objectives. Gagne’s “I can” statement helps his students understand what they will be able to do/know at the end of the lesson. Mr. Gagne linked today’s new information with prior content to facilitate the learning process. Following the lecture Mr. Gagne modeled the project and then allowed the students time to independently work on the task. While he observed his students, he provided feedback and guided them when questions were asked. Mr. Gagne ended his lesson by requiring the students to present their finished product, without prompt or guidance. When the unit was finished he provided feedback and encouraged continued practice of the skill to ensure retention.

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Mr. Gagne had a very well-planned class and this was apparent from the very beginning because he had every objective and essential question written on the board. His lesson started with an engaging beginning of a video demonstration of an animal food chain at work in an ecosystem. He then went over slowly what the students would learn and why they'd seen the video. He then introduced the main concept and put some information on the board. He then pulled a small group of students and had them to a more advanced quick activity. Once that activity began positively, he let them continue on their own, but started the same activity with the rest of the students. It went really well. He then allowed and encouraged students to ask questions. After some additional instruction, he finished the class with a short quiz. It was a very structured but focused lesson and the students knew where they stood at all times.

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When I walked into Gagne's classroom, he was in the middle of explaining that this skill was something that was a skill that they will use for the rest of their lives. He was teaching his students about units of linear measurements. He explained that if they ever wanted to build a house , or if they wanted to design clothing, or if they wanted to trace the growth of their future children, they would need to know linear measurement. The children started suggesting different jobs and activities that require measurements. They became interested because what they were learning was relevant.

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When I walked into Gagne's classroom, he was in the middle of explaining that this skill was something that was something that they will need to use for the rest of their lives. He was teaching his students about units of linear measurement. He explained that if

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Entering Gagne's room it was organized and structured. He had his objective, Do Now, agenda and  assessment clearly listed on the board.
This is a keyboarding class where students are working on their WPM typing goals of 35 wpm and 95% accuracy in their Do Now's. He has them using 10fastfingers.com which is a great resource to give the students a visual goal.
Once they tried 3 times on 10fastfingers they are moving onto the typing lessons 3-6 in Edutyping Words and sentences. Once they complete their lesson they are to complete the typing test at the end of each lesson for the assessment.
For the high flyers that finish early he had themplay typing games on Nitro Type and compete against each other to improve their typing WPM.

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When I went to observe Gagne's classroom I actually got there towards the end of class. From what I observed I was able to see the students reading aloud together then after reading they were able to annotate and chuck the content.  After chucking the content they were using relatable clues so that they could get a better understanding of the content.  Before the students left class, Mr. Gagne gave the students exit tickets.  So that he could determine if the students were able to understand the lesson.  When he begins class the next day he's warmup will begin with what the students learned from the day before.

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As i entered Gagne's classroom I noticed all students hard at work. I noticed Mr. Gagne in front of the class looking at a timer on his desk. I noticed an agenda on the board that had specific instructions for the students to follow for the class period. The students finished a entrance ticket that assessed their prior knowledge from another unit. The next portion of the agenda had the students watch a video and complete a 3-2-1 activity where they wrote down 3 things they learned from the video 2 things they found interesting and then 1 thing they still had questions about. i was excited to see the students all jockey for raising their hand the highest to get called on to share in front of the class. The class then progressed to discussing the steps of filing for a business license and what is required. I then observed the class get broken into groups to create a business and apply for a business license as Mr. Gagne walked around thew class and observed and helped when necessary. I then watched the students return to their seats and were give an exit ticket assessment to check their learned and leave class.

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It was a please to observe Gagne's classroom where careful, relevant, and rigorous planning was observed. On the board, standards, I Can statements, goals/objectives, and a schedule were posted. He began the lesson by having his first grade class color a worksheet with pictures of different types of soil. He then asked the students why they thought they were asked to complete this assignment. He held students accountable
by encouraging them to use knowledge gained by the prior two science lessons. He then showed the students a video (from their science curriculum resources) teaching the students about the different types of soil. He then used the ELMO to show students the different types of soil they just saw in the video. Students were then broken into groups in which they were given several cups of different soil and asked to explain its properties (texture, color, etc.). As the students were working, he monitored the room assisting students as needed and writing quick conference notes so that he could gather informal data on who was and was not mastering the content. After the students were done with the activity, they were asked to complete a short exit ticket in which they matched pictures of soil to its proper name. This was an additional
method of gathering data on student mastery.

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As I entered the Mr. Gagne’s Technology Class, I could see on different boards in the room were summaries of previous lessons.  Of central focus is a board with the objective of today’s lesson.

Mr. Gagne begins class with a dramatic demonstration of a real-world application the lesson objective.  He then segues into an explanation of the lesson objectives and the activities the class will perform to achieve them.

As his instruction progresses, Mr. Gagne continually refers the class to the previous lessons, reinforcing the connection to the current lesson.  He gives several simple example problems for the students to apply the older material to the new material.  It is apparent that as these examples are performed by the students, their confidence in the material is increasing.

Mr. Gagne encourages the class to admit any mistakes they may have made and any confusion that may exist.  This allows for productive class discussion that also builds confidence in their ability to overcome hurdles.

During instruction, Mr. Gagne regularly calls on students to restate concepts in their own words, encouraging discussion and fine-tuning understanding of the material.

His homework includes more complex real-world applications which encourages independent work.

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When I enter Mr. Gagne's room he is pressing play on a video clip about food choices and relation to health. The YouTube video clip is funny, entertaining and about 4-5 minutes in length. The students are engaged and comment throughout the video clip. After the clip ends Gagne asks what did you think of this video clip? There is a short class discussion on why the video clip is relevant to the class. Gagne lets his students know that they will be learning about food choices and it's relationship to health. Gagne poses questions to the class about the nutrient contents of fruits, vegetables, proteins, and diary foods that have been studied previously to activate prior knowledge. Gagne explains the reasoning and definitions behind the types of food choices with a powerpoint presentation. Then he presents several scenarios to the class where tables must decide what was the food choice factor. To sum up, Gagne hands out scenarios to students where they must decide on their own what were the food choice factor behind the scenario. Gagne collects the scenario assignment, grades it and provides written feedback for the students. At the ends of class, Gagne gives the students a ticket-out-the-door assignment where students must write on a post it note 2 things they learned that day about food choices.

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Robert Gagne Walk through by Amanda Berridge

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Robert Gagne Walk through by Amanda Berridge

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When observing Robert Gagne, He has his agenda and his objective clearly outlined.  He gains their attention by presenting the topic he is teaching by asking questions what to see what they recall or knows about this topic.   He also lets his class know how this information is useful in their lives out sided of school.  He has created his plan of teaching the topic based on what his students know and what they need to learn. He lets his students know he will be lecturing for some of the lesson and he will show a video to help teach the topic. He keeps them engaged by having a discussion of what is being taught.  He He then has the students work independently or in groups to see what they have learned.  He is walking around his classroom and provides the students feedback and asks them questions about what they are working on to see if they learning.     At the end of the lesson he gives his students an assessment to see if they learned the topic and if his teaching methods are effective.

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I am in the 6th grade classroom prior to Mr. Gagne's students entering. Once they enter, they sit, talking, but not loud. Mr. Gagne then plays the music to the movie Rocky, the students get quiet and focus on Mr. Gagne who is standing in from of the room. He then informs his students that they are now going to start writing their stories online. He pulls up inklewriter.com on the smartboard and tells the students that he will show them how to use this online writing tool. Mr. Gagne went over how they have been writing short stories(print) with characters, setting, problem and solution. He states that they will now transfer what they wrote from paper to online. He gives a step by step demonstrations of how to log in and start writing(typing). He then has the students take out their cromebooks and has all the students log in. He assigns them a task of writing five sentences on what they will do over the weekend.  As the students are doing this he is walking around assisting those students who need help and providing feedback. After everyone has completed the task and he checks for understanding he allows them to free write.  Before they exit the classroom Mr. Gagne has them write on paper the steps to log on and write in  Inklewriter. These papers are handed to him before the students leave the classroom.

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In Gagne’s class, he begins his lesson with an attention grabber.  He moves on to explaining what will happen in the lesson and what he wants them to get from it.  He reminds them of previous information they are already familiar with and can make a connection to the lesson at hand.  Then, he goes into his instruction on the current material.  He follows this up with partner practice, allowing students to try it out.  He offers guidance where needed and gives immediate feedback.  Next he has students try it on their own and then teach it to someone else.  He makes sure that his lessons take into consideration verbal information (facts), intellectual skills (application of facts), cognitive strategies (individualizing learning), attitudes, and motor skills.

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I observed Mr. Gagne's class today. I was excited to see the learning taking place in his classroom. He provided a clear object to the students on what they were going to learn that day. He talked about what they had learned in the prior lessons that had led them to this lesson. He then introduced the lesson to the students by giving the the basic information they needed. He had them talk in their groups about he information that was presented. He showed them a problem and solution and then asked them to complete the rest in their group. He monitored the classroom and walked around observing the students working. At the end of class he announced that they would be having a test on this coming up. He praised the students on what they did a good job doing and told them where he observed they needed to improve.

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In entering Mr. Gagne's Business Law class the desks are aligned in traditional rows. The students are hard at work answering the questions on the board in preparation for Mr. Gagne's lecture which would follow. The objectives and lesson were clear and stated on the board. The students were very structured and well behaved. The students were answering the questions using vocabulary learned earlier in the week and were preparing the write a paper around answers given to the questions. The students seemed to be very engaged and hard at work. I noticed there was a note on the board informing the students of an assessment which would take place at the very last day of the week. His class seemed engaged and well organized. Very stimulating for the students.

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When entering Mr. Gagne's classroom, he had begun by gaining the students attention with the next assignment they will be doing. He continues by having students recall from prior knowledge from a previous day in class. From there he presents the students with the assignment and gives them guidance for the few that are having troubles with the assignment as they work to complete it. Once completed, Mr. Gagne assesses the performance of his students by checking their work.

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Mr. Gagne's classroom was very structured and engaged today. Before the students began taking notes, he showed a quick video about the decrease in natural resources and food in the world. After a discussion about the video and the students were told about the objective for the day was to learn about sustainability. He had a group discussion the students about what they knew about sustainability. He had the students discuss in groups the growing population of the world and the increase needs for more and more resources. The students were engaged during a lecture where they were given several examples of what we could do to help live more sustainable. After the notes, the students were given the opportunity to find out how many resources they use/consume. The point of the assignment was to get the students thinking about ways they could change their lifestyles in order to help live more sustainable. The students did tell me that they would have a test next week on the unit as well as home work along the way to check their progress.

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Gagne's class walk through - Chasity Spruill

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Gagne's class walk through - Chasity Spruill

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In Mr. Gagne's class, the objective, agenda, and goal of the day were clearly posted on the board for everyone to see. The students started with a warm-up that led to a discussion. Students were interested in finding out more about the topic. After hearing the objective and goal of the day, one student remembered vocabulary words from the previous lesson that also worked for this lesson. After Gagne's lecture and guided notes, students were given a worksheet. He assisted the whole class on some of the questions but the students had to complete the rest of the worksheet on their own. He ended the class with a "3-2-1" exit ticket. Students had to tell three things they learned, 2 things they found interesting, and one question they had at the end of the lesson.

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Gagne Agriculture Class Visit - Morgan Nelms

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Gagne Agriculture Class Visit - Morgan Nelms

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When I entered Mr. Gagne's classroom, he was beginning a unit on embryology. He immediately hooked the students with a Do Now warm up question: How many days do you think it takes for a chick to hatch? The students offered their answers and Gagne showed a time lapse video of a chick embryo. The students were amazed and loved seeing who was closest to guessing the right amount of days. Students were immediately interested, and I noticed Gagne easily transitioned into the content of the lesson. Gagne guides the students in an activity to match the steps of embryo development in a matching group activity. Gagne assessed his students during the lesson by giving them specific feedback on what they understood and needed to work on. The next activity was to use the words they used in the matching activity, and they had to label the parts of a chick embryo. Gagne used this activity to assess his student's understand of the lesson because they had to implement their newly learned vocabulary skills.

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Upon entering the classroom, Mr. Gagne was explaining the importance of using Microsoft Excel in business. He explained that he was going to show the class how to use Excel to build a simple spreadsheet to track their grades for his class. Mr. Gagne also explained that using Excel was similar to using Google sheets, which they were familiar with, but with a lot of additional features. He then showed the class the features and how to set up the sheet. As he was teaching, using his Excel sheet projected on the screen, students were working on their's with him. He also roamed the room to ensure that the class was on target, giving feedback. At the end of his lesson, Mr. Gagne gave the students a project to implement the lesson that he had just taught them.

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: When I entered the classroom , they were getting ready to start their elearning class.. I saw the teacher gave a brief introduction to hook the students right from the start. She said a small story that pulls the students hear strings and she also asked them a simple question that surprised them and shocked them too. By doing this , I saw the students made a connection to the topic they are going to learn that day emotionally and made them think about the topic. The teacher also made sure that students understands why it is important to actively participate in the elearning course before they even access their first online module or activity.

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Mr. Gagne had a recording of the infant’s growth in a time loop. As Mr. Gagne was giving facts about the development of an infant he would also quiz his students on the information leading up to social development of an infant. Mr. Gagne then slowed the time loop of the infant down and asked the students to open the link he had sent them and add to his time loop of the infant and what social development would come first to last. Student’s had about 20 minutes to work on the time loop. Mr. Gagne then combined all the student’s work to his. The student’s watched the time looped and made comments where they thought the development was wrong. After discussing and learning the social development of an infant, Mr. Gagne then resent the link of the time loop and told them that they were to add what development was missing and complete the time loop of an infant’s full development from birth to being an infant/toddler.

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Gagne's Sports Medicine Class - Justin Cobb

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Gagne's Sports Medicine Class - Justin Cobb

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Upon entering Gagne's class, students were working on a personal writing assignment which required them to reflect on a time they have been personally injured due to an accident or injury during athletics. If they have not been injured before, a secondary assignment is available which provides a reading article about an athlete who was injured, and how he handled that injury. Students are asked to reflect about how they handled the injury personally, and what they had to do to overcome that specific injury.