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Instructional Strategy

Kevin posts a clear agenda on the board and uses Kahoot to review material, walking through each question—including calculation ones. I like that he replaces the word “test” with “DoK (demonstration of knowledge?)”. I think it lowers anxiety and focus on thinking.

Classroom Culture

The atmosphere is relaxed and positive. Students are engaged, asking questions, and comfortable in the space.

Relationship Building

Kevin has built strong relationships—students are at ease and responsive, which really supports learning.

Feedback Strategy

He moves around the room during activities, offering quick, real-time feedback and keeping students on track.

Digital/Analog Tools

Kahoot is used for review and to encourage interaction and confidence. I had a little fun joining in on the first 7 Kahoot questions and made it to the top of podium XD

Thank you for having me to learn from your class! I'd like to try leading the kahoot activity your way.

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Instructional strategy: Clear understanding of the goals for the class period by presenting the agenda both verbally and written. First activity included a Kahoot to engage learners in a completive and fun task to prepare for a test tomorrow.

Classroom Culture/relationship building:

Fun, relaxed, energized. Kevin walked around the room assuring that that students were on task and ready to go. Starting the class with a competition helped to engage the class in a active and engaged manner. Kevin builds relationships with his students by checking in on them and calling them by name. He ensures everyone is on task prior to moving to the next task. Additionally, Kevin's body language and voice tone is relaxed, inviting, and approachable.

I loved the way Kevin opened up his class with a clear directions and an activity get everyone engaged and involved (especially in a first period class). During the Kahoot Kevin circulated the room to answer individual questions as well as ensure students were on task. The game ia a clever and fun way to prepare for the upcoming assessment. Thank you for having me!

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Electrons and Protons and Movement, Oh My! 

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Electrons and Protons and Movement, Oh My! 

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I observed Ya-Wen's first period Conceptual Physics class in the middle of an engaging, thorough, and concise lecture on electron and proton movement, conductivity, and polarization. Polarization (and all of its forms - de, re, and hyper) comes up in my Physiology class, so it was nice to see that intradisciplinary connection. Ya-Wen had guided notes for students to follow along with and take their own notes as she moved through a slideshow presentation that was complete with multiple formative check-ins and a live demonstration about why neutral objects are attracted to charged surfaces. Students were arranged in pods of three, which made it nice for collaboration and quick discussions during those formative check-ins. Students seemed engaged, particularly when Ya-Wen did a demonstration. I really liked how Ya-Wen saw a table group discussing and asked them to share with the class their thoughts; it's a way that makes cold-calling feel more approachable and comfortable.

Lastly, I loved the drawing board I saw on my way out :) maybe one of these days, I'll hop on down to 212 and draw my own caricature of myself. Thank you, Ya-Wen, for an engaging lesson!

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Instructional Strategy:

Jenny uses a document camera to write notes while verbally explaining anatomical terms. She uses personal and student experiences and physically demonstrates the anatomical position. She checks for understanding and ensures students have enough time for note-taking. At the end, a group of students presented.

Classroom Culture:

Students feel comfortable asking and answering questions. The class is well-structured, with clear expectations communicated. I love the 3-minute stretch break and students do too.

Relationship Building:

Jenny connects with students by sharing personal stories and asking for their experiences. I think students would feel that they are heard, cared, and supported.

Feedback Strategy:

Jenny asks questions before providing answers, encouraging participation and checking comprehension during both note-taking and student presentations.

Use of Tools:

The document camera. Students use notebook or paper to actively follow along.

Observation Summary:

Students remain engaged, with active participation during questions. While some are passive, clear instruction keeps all focused and productive. Thank you for welcoming me into your class!

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The classroom environment was immediately welcoming and conductive to learning. Students were engaged from the start. It is clear prior to my observation the each member of the classroom community knows the course expectations.

As Jenny began her lesson all students were focused and engaged as they started to note take. Jenny's notes where projected and included pictures, color coding, and intentional pauses and check ins to ensure all students were on track with the lesson.

Throughout the lesson Jenny connected the course material with other courses and real-life scenarios to help students connect their learning. It was a pleasure to be in Jenny's classroom. I would have loved to be a student in her class. Thank you for a great lesson on anatomical terms! You created an engaging, thoughtful, and approachable lesson.

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Instructional strategy: Kelly used a variety of instructional methods, including small group breakout sessions, individual student participation, and presentation slides during lecture. The smooth transition between these modes kept students engaged with both each other and the speaker throughout the class. I was particularly impressed by Kelly’s ability to seamlessly guide students through these different instructional modes, maintaining a steady pace and focus.

Classroom culture: Upon entering the classroom, it was clear that students felt comfortable and at ease, while still upholding the teacher-student dynamic with respect. The physical classroom was thoughtfully decorated and arranged in a way that fostered an inviting and positive learning environment.

Relationship building: Kelly is very approachable as a teacher— it’s clear that students feel comfortable sharing their thoughts and questions with her during class. With regards to inclusion and belonging specifically, Kelly’s guided activities in which she asked students to think of their favorite meal or their first memory invited students to feel seen as individuals. The openness of the classroom culture in turn made this a perfect environment for students to then share their own diverse experiences without fear of judgment, and instead with belonging.

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Developmental Psychology, Childhood Foods, and more!

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Developmental Psychology, Childhood Foods, and more!

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I really enjoyed the welcoming environment Kelly provided when Kevin and I first entered. The classroom culture was one that fosters an inquisitive mindset amongst students when it comes to acquiring knowledge; students, even those sitting in the back of the class, were eager to answer questions because of how approachable Kelly was in ensuring each student felt heard and supported. During attendance, Kelly asked each student what their favorite meal was growing up as a child and responded to each of them individually; it means a lot to be heard and seen especially in a class setting. Kelly walked around the room while students were taking notes on the developmental psychology slides to make sure everyone was on the right page and on task. Thank you again, Kelly, for a fun class!

PS - the McNuggets were delicious

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What did you gain from your experience in your team member's classroom that you can bring into your own teaching practice to strengthen learning outcomes for our students?

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