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Comparing and Contrasting 2 Versions of The Three Little Pigs
I had a great sneak peek into the wonderful learning taking place in Grade 1! Ms. Colleen has created a welcoming classroom environment that showcases students' learning and work. As I walked in, students were already engaged in their mini lesson which was being delivered with contagious enthusiasm! Clear instructions were being given to the students and the independent task they were to engage in built upon their prior knowledge of writing the beginning, middle and end of a story. As one version of The Three Little Pigs was being read aloud, students were encouraged to choral read with the teacher. Students were provided with the opportunity to stop and think about what they were reading and how their voices should change as they read dialogue. Additionally, a student shared an idea in Mandarin, and other students were helping to communicate and build an understanding together in English. Thanks for letting me get a quick glimpse into 1Red! I look forward to visiting again! :)

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It was great to see the DP2 students in action with Leigh. They were purposefully grouped to facilitate discussion for the text that was being analysed. The groupings were interesting and some pairings I will try in Business! Both Leigh and the students ensured that Oscar (who is working online in the US) was included for instructions and discussion throughout the lesson. It wonderful to see the students engaging with him in a meaningful way so that he could be fully included in the learning.

The instructions given were clear and students knew not only what they were doing but why and how they were to be doing it. Leigh did a review of prior knowledge at the start before the students applied their analytical skills on the text. During the lesson Leigh referred to exam taking strategies and how to tackle texts with unfamiliar content and language as well as how to effectively annotate work.

I really enjoyed hearing two of the groups talking about the language that was used in the text and comparing how it would be received/understood given cultural differences and life experiences of the reader.

Thanks for having me in your classroom today!!!

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Eleanor Rao - Focus: Classroom management in MYP hour

What is working well:

Friendly but "in charge" disposition: a mixture of modelling behaviour, offering positive comments and approaching students with a smile

Demonstrates the behavior she wants to see in the classroom: speaking politely to others, keeping electronics out of sight during class time, and handling issues calmly and respectfully.

Encourages student initiative and questions: lets students delve into the material at a pace that works with their enthusiasm.

Establishes expectations, gives a timeframe and demonstrates on the Smartboard: lets students know what to expect and what is expected of them.

Is enthusiastic: Students can tell she is excited about the material

She is prepared to ensure that lessons go more smoothly and avoid disruptions and delays.

Circulates the room and has a one-on-one with students to help them refocus when needed

Suggestions for next class:

Wait for quiet and signs that you have the class's attention before presenting.

Smooth out the transition between topics or activities. This helps avoid distractions and chatter and keeps students motivated and engaged.

Keep up the great work!

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Grade 6 Theatre Arts John Ottmann (Observer: Virginia Lee)

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Grade 6 Theatre Arts John Ottmann (Observer: Virginia Lee)

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I thoroughly enjoyed watching Mr. Ottmann's introductory class. This was the first class for students after the semester change, and the class was working on introductory activities and establishing norms. When I arrived, Mr. Ottmann was telling the class about some cues to help them reflect on their own work, learning goals, and self-management. He said he would use the words "What's happening?" to encourage students to reflect on their actions and learning in class at any given moment. This is a great tool for self-management, and I love that Mr. Ottmann introduced this on the first day of class. Mr. Ottmann also reinforced his norms with theatre games and movement activities. Students seemed a bit self-conscious, but Mr. Ottmann's charisma and encouragement brought them out of themselves gradually, and the whole class seemed very engaged and attentive. If the students got a bit too excited and talkative, he brought it back with a "what's happening?" Overall, an exciting class that sets Mr. Ottmann up for a successful semester!

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I had the pleasure to observe James B. I&S class with G7 today. Students were working on their SA (rough draft). They were engaged in their work, and they clearly knew what to work on. The task was explained with clear examples on how to structure their sentences on the Whiteboard. Students were working on their laptops, in a notebook, and onto a worksheet with charts to help students identify various parts (steps) of the process that they are working on. James is dynamic, positive, and clear spoken. Students are comfortable asking questions. James is actively walking around to help out and stimulate critical thinking and inquiry using teaching strategies (asking questions, giving context to their inquiry, letting them express their ideas, helping them to think in a more systemic way…) that enhance metacognition. Bravo James! Your students are engaged in their work, and you are helping the ones that are not so motivated!

Martine Lusignan

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Students were actively engaged in an inquiry into organization, the days of the week, and calendars. There were visuals on the board and at the tables to help students stay focused on the steps of the task. Students had bonus questions to help them extend their thinking that will be used to further class discussion and build group knowledge once the activity is completed. Students were very independent and able to use the resources in the classroom to help them complete the activity. They were able to tell me what they were working on and problem-solve to find the solutions. It was wonderful visiting Ms. Annie and Grade 2 purple today!

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Reading Mini-Lesson: Reacting to texts

An started to mini-lesson by having students think of personal experiences when watching a movie/book.

She asked questions like:

Did you ever have strong feelings about a character or about what happened?

Did you ever really like or really hate parts of it?

Did it make you want to read it, watch it again?

Did you ever remember certain lines from the story?

Did you repeat them and say them yourself?

Students raised their hand. She gave personal experiences. Students enjoyed and participated. An had clear slides and asked questions to the students to have them make connections.

Connected the idea of reaction to parts of the book students are currently reading as read-aloud. She asked students to share their reactions/feelings/emotions about characters in that book (showed an image from the book).

An did well at re-stating students comments, asked them to clarify, asked them to deepen their explanations. “What were some of the words you used to describe that character? “

She made great connections to past lessons. Had students think back to what they had previously read and learned. She showed a clear example of what is expected while they read. Mini-lesson was short and to the point. Very well executed. Inspired to keep my reading lessons short like this.

Students moved to independent reading, small group reading, and other stations. I didn’t get the chance to see this next part. For some other time!

Really enjoyed seeing this lesson. Thanks An!

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Observation of Madison Kittleson's 7R Science class by Laurie Seen

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Observation of Madison Kittleson's 7R Science class by Laurie Seen

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What I enjoyed most about Madison's class was the caring classroom environment.  It is clear that Madison has good rapport with her students and knows how to interact with them in a humorous way to keep their attention.  Students felt free to raise questions and concerns the entire class.

During this class, Madison introduced a new debate assignment.  Madison is knowledgeable and anticipated student needs ahead of time and was ready to answer student questions.  She made sure to project the steps and structure necessary to complete the debate.  She put the students at easy by saying that in her class they would engage in "kind crossfire," which made everyone laugh.  Students new the expectations that were required of them as they began to work in their groups as the first step in the process.  Each debate topic was engaging, and no doubt would be interesting to research.

Madision displays solid classroom managment for chatty seventh-graders!  Madison has her students working in strategic grous and she mixes these groups of regularly.  If the noise level gets to loud, she will do a "3-2-1" for students to quiet down.

It was a great experience observing a grade-level so different from my own. I felt comfortable in the class and can see that the environment allows students to be risk-taker and to have fun learning!

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Students started the class by doing a warm-up tag game, which got the students running around. Next, the students had time to learn about the long jump event for their track and field unit. They had time to practice with classmates. Eventually, they were able to take videos on iPads which allowed them to reflect on their technique and performance. All students were engaged, happy, and active. If the students finished posting their videos on SeeSaw, they were able to play some basketball to end class. This was a nice reward for students who stayed on task and finished their work in a timely manner.

-Adam Rogers

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Observation of Ms.Wanna's Visual Arts Grade 5 Green by Peggy Pan

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Observation of Ms.Wanna's Visual Arts Grade 5 Green by Peggy Pan

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It was great to see the Grade 5 students follow the instructions and work on drawing one perspective. They demonstrated that drawing the horizon line needs to connect to the vanishing point.

Ms. Wanna tried a new strategy to move the sitting arrangement to separate some chatty students, which made her class more engaged in their work.

I really enjoyed seeing the students were active in Ms. Wanna's class and doing a creative job.

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I really enjoyed Mrs. Lee warm up activity where she assessed the students ability to listen to and recall different melodic and harmonic rhythms using solfedge hand signs. Students were very excited and all engaged as there was a 'poison pattern' that they had to listen out for and not repeat. Very engaging activity!                       -INGE SCHLÜER

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Grade 3 Purple
Students were exploring the topic of immigration. They had previously shared some of their personal migration stories and so could connect their own lives very well to the topic. The class had read a book called "Dreamers" about a young woman who had immigrated from Mexico to the USA. Students reflected on the story by listing factors which led the young woman to immigrate. There were positive and negative factors. The class listed a number of opportunities the young woman had because she migrated. The students showed great thinking skills and were not shy about sharing their thoughts. I was very impressed with the deep level of thinking employed by the students.

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This class was the 3rd part of a 4 part summative. The first was research into ways to improve their performances in track and field events. The 2nd and 3rd parts focused on action and actively trying to break their personal best records for an event of their choosing. This gave the students choice to pursue the events that they enjoyed the best. The 4th part of the summative will be a reflection on the entire process and how their work in class reflects the attributes the IB learner profile and their use and  of the ATL skills.
Positives: Students were responsible for their own learning. They chose the track and field event they wanted to improve in. The students worked together in groups to record their personal bests. Collaboration and communication was key. The kids clearly had a great time and pushed themselves throughout the class. It was also great to see the students encouraging their peers to push themselves to better their results.

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This was an introduction to a new unit. Hector does a great job of asking questions in the class and gives students mini tasks/questions to focus on in groups (break-away). His class feels relaxed and he makes students feel comfortable. He constantly pushes students to make links and to think more deeply.

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I really enjoyed watching the last few minutes of this lesson where the students were able to perform the cup beat patterns they had been practicing.  Students were all very excited but Mrs Lee and Ms Claudia made sure to keep the behaviour expectations high.  It was fun to see how each group had included their own creative ideas.  Mrs Lee then front-loaded the activity for the next class to encourage students to begin thinking of what inspires them musically.  Mrs Lee constantly refers to the learner profile attributes, when praising or when redirecting behaviours.  Thanks for letting me pop in - that was such fun!
Colleen

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Inge has wonderful classroom management skills. She reviewed the expectations clearly and has an engaging points system in place that encourages positive language, respect, and kindness.
Inge carefully explained the success criteria of the music activity. She offered lots of opportunity for students to clarify and ask questions. Students were raising their hands and being respectful.
With the students, Inge practiced a Chinese New Year song. Students enjoyed singing in both English and Chinese. Inge encouraged self expression. The song was fun! Then Inge smoothly transitioned the students to the next activity which was playing the same Chinese New Year song on the xylophone. It was great observing how engaged students were during Inge's music class.

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3D Shapes - coming up with possible formulae

The students had worksheets and were placed in groups. It would seem that they had just covered surface area as most of them demonstrated knowledge in this area when questioned.
Kate posed a question and used excellent resources to give a 3D idea of the shape. The students had to estimate a possible formula and then they could watch a video of someone actually demonstrating the scenario.
3D models were also provided and groups were given time to investigate the shapes and brain storm ideas.
Excellent use of resources and a great mixture of hands on and visual aids.
Fun to watch

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Tiffany taught a wonderfully engaging, fun and dynamic Maths class for her grade 4 students. Her tremendous energy and enthusiasm made the class a joy for all the students. She presented a real-world maths problems for students to solve. They were all extremely engaged and solved the problem through inquiry and collaboration. Her wonderful use of positive reinforcement and high expectations helped all students stay on track and do their best. Laurance Ginsberg was also co-teaching with Tiffany, but I didn't see that part of the lesson. This was a fascinating class. Thank you for letting me observe!

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In the morning meeting time, there's a part I like specially. She picked various language to say Hello with students, and asked students to say "hello" in any language they'd like to.
This is little action is an exposure to a global mindness. Students can also understand that there're lots of languages, countries, maybe cultures in the world.

Another thing I notice, before a guest teacher started the class, she reclaim the classroom agreement of showing respect.
Not just saying, show respect, she broke it down into details and ask students to think and share by themselves. Again, simple action but very good teaching moments.

Actually, I observed it yesterday. If it counts:)
Huini

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As the Grade 7's came into the classroom, they were greeted by Ms. Donaldson and asked to take out their books for silent reading time. She moved about the tables to make sure students were settled and reading. After reading time, Ms. D directed their attention to the job list on the board and went through the various steps, checking along the way to make sure students were clear on what they needed to do. Once all the tasks for the class were explained, students were able to get started on their work and Ms. D circulated around the room making sure students were on task, asking and answering questions, etc. All students were engaged and attentive, and they were clear about their expectations.
Setting up the lesson this way allows students to work at their own pace through the task list provided, and allows students to be in control of their learning.
It is evident that a calm and comfortable atmosphere has been established and students respond very positively.  They are comfortable asking questions when needed, which shows the caring relationship that has been built this year. Awesome class Ms. D!

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As the Grade 7's came into the classroom, they were greeted by Ms. Donaldson and asked to take out their books for silent reading time. She moved about the tables to make sure students were settled and reading. After reading time, Ms. D directed their attention to the job list on the board and went through the various steps, checking along the way to make sure students were clear on what they needed to do. Once all the tasks for the class were explained, students were able to get started on their work and Ms. D circulated around the room making sure students were on task, asking and answering questions, etc. All students were engaged and attentive, and they were clear about their expectations.
Setting up the lesson this way allows students to work at their own pace through the task list provided, and allows students to be in control of their learning.
It is evident that a calm and comfortable atmosphere has been established and students respond very positively.  They are comfortable asking questions when needed, which shows the caring relationship that has been built this year. Awesome class Ms. D!

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Grade 6 students were working collaboratively to design and test their own games. The expectations were clear and students were engaged in the process. As soon as I walked into the classroom a group of students enthusiastically shared their game and how they have been problem-solving while developing their ideas. I really liked how the process of thinking about the user experience was presented to students. Students were asked to reflect on how much fun they were having while testing their games and to ask themselves what they could do to improve the design of their game to make it more entertaining. I am looking forward to seeing their games come to life!

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This lesson is an introduction/start of a summative assessment for the unit.

1. Students are well aware of the expectations and routine

2. Students settled into their reading task within seconds of entering the class.

3. Use of checklist on the board as an agenda for the lesson - gives students clarity.

4. Goal focus for the lesson clearly visible on front board- What must I achieve today? What resources will I need?

5. Notebooks were handed out during the routine reading with no disruption to the task at hand.

6. General feedback from previous formative task - reminder of deadlines and consequences.

7. Clear instructions on where to find the task for today on Teams.

8. Walking around the classroom to make sure everyone is on task and checking in with students.

9. Assignment is clearly outlined on Teams, for students to refer back to as part of the assignment, with criteria.

10. Questioning to review previous topics and help student recall.

11. Calls on various students and encourages students to take part by calling on students. Not always the same student.

12. Spends time setting up and talking about the value of the assignment. How will doing this help us understand? Creating buy-in. Students will (hopefully) want to do the assignment because it has been introduced showing real-life application.

13. Application of previous format/outline that was studied in a previous task. Format for task is clearly visible in the classroom.

14. Clearly shows students how they can achieve or go “above and beyond” for a higher score. Review of the rubric with examples discussed.

15. Pre-warned students about encountering bias in their reading and that some views may be insensitive. Also asked students not to do this in their writing (e.g. Resist remarks)

Overall, a very well constructed lesson. Once students started working independently, they were focus and on task.

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Ms Virginia's music class is a delight to behold! Students are actively engaged, understand expectations, and are provided with clear directions, both visually and orally. Additionally, Energizer-bunny-Lee has boundless energy and excitement for the musical concepts and experiences she has prepared for the students.

On this day, the class began with a really fun game, where students had to create an 8-beat rhythm using rhythm cards, in a variety of time signatures. Prior knowledge was activated with a quick show-a-card activity. In small groups, students were supported to reflect on their choices as they raced to make their rhythms.

Minor distractions, mistakes, and interruptions were handled efficiently and expertly, using positive messages, reminders, and choices. Some examples include, "I love that you're thinking ahead, but whose turn is it?", "What Voice Level should we be at?", and "I see you made an alternative measure."

After the game, students were instructed to get out their recorders. They echoed the fingering and rhythms that Ms. Lee modeled for them, with visual cues presented on the board. Incorrect finger positions were corrected respectfully and seamlessly, as the young musicians internalized the notes for the song that they would be learning. Once all were confidently playing the notes, they moved onto sight reading the new song.

Thanks for a wonderful observation experience!
Mr. Marc

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Observed by: Mariek Kocay

The class was playing the board games they had made in groups to identify any areas that could be improved. They were not playing as players - they were playing as testers.

Mr. K did a great job of working with each group, one at a time. He helped them identify areas of improvement based on the purpose and goal of their game. He also encouraged them to identify times that they weren't having fun because of the game - how could that be fixed?

The students not working with Mr. K were engaged in their game and working well as a group. They were eager to play their creation and honest with what could be improved.

There was one group who was ahead and were already on the stage of making improvements. They communicated well with each other and broke up the assignments for each member.

Overall, it was a great class to walk in on! Students were engaged in meaningful learning and were excited to do it.

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When I arrived, Izell, Lu, and Wendy were moving around the classroom during Writers Workshop to guide and confer with students as they composed letters. The students were following a model that was clearly reviewed with them at the start of class (they could look to the whiteboard to see what steps to follow), but they had the agency to choose their topic too. 100% engagement and students were following routines and procedures to quietly seek support from adults in the room. The students were genuinely interested and engaged in writing their letters at the end of the school day (Period 6).

_Byron

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7R Math with Warren Rowe (written by Mikel Murillo)

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7R Math with Warren Rowe (written by Mikel Murillo)

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The students are working in groups of 4, they are collaborating and communicating with each other all the time. The teacher is walking around the classroom answering plenty of questions and making sure everyone is on task. Everyone is working well and there is a great learning atmosphere. The kids are happy and engaged.

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Observation of Tiffany's G4 Red Math Stations

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Observation of Tiffany's G4 Red Math Stations

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- Tiffany's organization in preparation for this period, combined with clear class routines and station expectations, set students up for quick transitions between stations
- Tiffany incorporated physical and hands-on elements throughout the instruction and stations; this increased student engagement and understanding, including authentic real-world connections
- The math stations built on students’ prior knowledge and gave opportunities to go deeper with new knowledge or practice opportunities

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Meng was super prepared and it is clear that the kids respect her. The students were learning about data analysis. In the beginning of class she checked that each student completed the assigned questions then students went to their OneNote to check their answers with a key. Students were encouraged to make corrects and Meng walked around checking in with the students. After, students closed their computer and worked in small groups to create visual representations of data in the form of charts or graphs and to find, percentages and type distribution.
It was easy to tell that the students were getting a lot out of  and able to retain the skills from previous classes to complete this in-class work.

The class was light, but disciplined and had a very positive vibe.

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Students started by silently reading for 10 minutes. After Chelsea got them started quickly on their summative proposal by clearly laying out the steps students needed to complete during today's class. She knew where her students were in terms of levels of completion and was able to help all students with the questions they had.

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Students were working at different phases on a summative about migration. The tasks appear to be scaffolded and their were different choices that students had for producing a final product. Overall students were on task, but Gretchen was very attentive and checked in with individual students to keep them on task.

Activies included:
Conducting interviews
Listening and transcribing completed interviews
Website review
Map making

Overall, she appears to have a great relationship with her students and the learning experience was both engaging and rigorous for grade 6 students.

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Adam's class was very attentive when they arrived as he gave the instructions and expectations for the lesson.

Students had begun practicing a chosen event for Track and Field. Students were actively involved in their own learning. They demonstrated that they understood how to warm up, and properly train for their event.

Adam supported students who needed extra help or advice throughout the lesson. You could tell Mr. Rogers has a good rapport with the students, as they felt comfortable with him but also respected him as a teacher.

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Ms. Lu Luo/Ms. Pretorius,               G2 Red (T211), English-Writing 

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Ms. Lu Luo/Ms. Pretorius,               G2 Red (T211), English-Writing 

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The lesson is about how to write a letter. After a short teaching in front of the classroom, Ms. Lu let all the students go back to their seats and start to write a letter to a friend of theirs.

Teaching
She set the time up on the board, so students know how the time while working on the letter. Ms. Lu also have the letter structure/poster on the board. On the letter, she marked out the important signs such as coma and period, so that students can see the obvious instruction for their letters.

Offering help
Ms. Pretorius and the other teacher also work together to help students with a lot of patience and friendly words. For some students who feel hard with their work, teachers will kindly guide them beside!

Classroom environment
Even it's an individual work, but students are free to walk around and make discussion with their classmates. I don't see any chaos but just respects in the classroom.
Students follow well teachers' clapping strategy and then soon be quiet.

Instruction posters
There are so many instructions/directions on the walls, so students could always look and learn it when they need to.

Great experience observing the class!
(James H.)

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The grade 1 artists in Michelle's class were actively engaged in a lesson, where students were continuing to work on their book covers. Clear expectations and reminders were presented visually and orally, the latter in both English and Mandarin for key points.

Michelle showed her care, respect, and patience for all students by asking questions, repeating and/or restating student responses, and allowing time for everyone to contribute to the class discussions. She used proximity and preemptive check-ins, along with other strategies, for classroom management.

It was clear that students felt supported, valued, and supported in her class.

Thank you!
Mr. Marc

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2 Green Ms. Ethel & Ms. Shirley & Ms. Efan

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2 Green Ms. Ethel & Ms. Shirley & Ms. Efan

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I observed Ms. Ethel's class this morning,  students were quite focused and engaged.
Ms. Ethel gave students clear instructions and expectations.
Ms. Shirley and Ms. Efan were helping students with their work if needed and helping them stay focused.
It is a great team work!

--Jennifer Y.

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I was fascinated by this PYP class. Virginia showed great enthusiasm with the class and the content that really got the PYP students very excited to learn. Behavioural expectations were reinforced and constantly related the lesson and behaviour to the Learner Profile Attribute. In the small amount of time I was in the class (about 20min), she managed to reference 3 different attributes. It was a real eye opening experience, thank you.

Hector

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The class was made of a group of 4 grade 10 students. They were sitting together at one table and having a discussion around the use of sentence starters in the French language. The aim of the lesson was to discuss a paragraph in the book Le Petit Prince. They use the sentence starters to voice their opinion about their reading of a chapter.
Martine is very engaged with her students and her teaching is contagious. She gives clear directives and the students are enjoying the exchange of ideas being generated. Martine is knowledgeable and knows her subject well. she uses pertinent questions to encourage the discussion. The students are very engaged in their learning.
Martine Humbert

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Laurance modeled teaching a concept in math that I found difficult to explain to my  4th graders. He  taught the concept at a math station so I could watch and hear how he explained converting measurements. He taught with humour and held each member of the group accountable to explain their thinking. He started with what was known to the students, then worked into the unknown. He  explained the root words in the math vocabulary and made a chart to keep everything clear.

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Students were engaged and interested in their learning engagement of designing and practicing of conducting interview questions for a teacher client in our school that they will be designing a chair for. Before today’s lesson, students engaged in the research of chairs and became very knowledgeable about the design and history of chairs.
Francois helped students develop their self-management and time management skills by sharing a time limit that they would have in class to work on their interview questions.

Once clear instruction was given, students broke into groups and started working on and practicing their interview questions. Francois walked around the classroom and checked in with students.

I observed the use of many different ATLS in the class. Students used their social and communication skills while working in groups. They used their research and thinking skills to come up with interview questions together.
Francois’ classroom environment had a very warm feel to it. As students were engaging in conversation with one another and also Francois, lots of smiling and laughter was happening. You can tell that Francois provides a very caring classroom environment where students feel safe and comfortable.
Thanks for having me today!
-Rebecca

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The class was going through their read aloud "Frindle" while I stopped in the class. One thing that stuck out to me was his great use of technology. He had the book presented via iPad on the screen for students to follow along and used the tools on his iPad to support the learning. Cliff used the highlighter feature to highlight specific vocabulary words throughout the reading and would pause to make sure the students had a clear understanding of the words. He also used the laser pointer feature with his Apple Pencil to point along as he read. Although these tools are simple, it seemed to have an impact of student engagement and flow of the class.

-Mikaela Beier

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At the beginning of class, Ms. Henderson went over the schedule for the essay that the students have been working on over the past week, and reminded them the importance of respecting deadlines.

The lesson was focused on providing feedback to students on their first draft. Ms. Henderson handed out the annotated copies, and students were all carefully going over the feedback and working on the areas of improvement. Meanwhile, Ms. Henderson was helping students who need further clarifications.

It was a well planned and organized lesson with clear objectives, and students were all engaging with the task.

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Tiffany's UOI lesson was thoughtfully planned. Students were engaged and on task throughout the lesson. This particular activity is a great activity to gave students plenty of opportunity for student agency.

Expectations and instructions were clear, a visual was projected on the screen.

It was great to hear students confidently give voice to their opinions and add detail to their thoughts when asked to share.

Ethel Sampang

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I had a sneak peek at Mr Van Aswegens Reading class. His room is exceptionally neat and organized. Differentiation in his class was evident and he has six groups working on different "word work" assigned according to their levels. Students were also given choice after the reading activity on the kind of activity that they would like to work on for the day. It was great to observe and get some new ideas!

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Great lesson! Thanks for letting me drop in.

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It was very enlightening to see how reading and language is taught at grade 3.  The students were working on different stations and after a set time a bell rang and they moved to the next station.  It was obvious that they knew the routine and were quick to start the next activity. Some students were reading, some doing word work, others listening and the work assigned was at their level so they didn’t need assistance.  There was a high level of engagement in each task with very little input from the teacher.  The students were able to work independently - a valuable skill.  Students were very comfortable and were able to choose between relaxing on the pillows in the reading corner or sit at desks so the overall tone of the class environment was relaxed but work was being done.

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I really enjoyed watching Mr.Cliff's class. The students had their first official UOI lesson on simple machines, after a provocation yesterday. Mr.Cliff used a Seesaw activity to access student's prior knowledge about the different kinds of simple machine and asked them what they wonder about each machine. Mr.Cliff went through an example machine with the students to get them started on the activity. The students were very engaged. They enjoyed working on their computers at various flexible seating around the class. Mr.Cliff made sure to go around to check in with each student. Watching a PYP class was a breath of fresh air, thanks for letting me observe your class!