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Kaycee Eckhardt used several strategies to keep every student in the classroom engaged. I liked how she had established a routine with the students where she was able to call on anyone at any time, which meant that all of the students would be engaging with the material and thinking of responses in case they were called on. She also gave students lots of opportunities to discuss in their small groups, which allowed them to collaborate on their ideas and responses. I also liked how when she was reading from the text, she would alternate lines or sentences between her reading and a student reading, which helped make the reading more engaging for every student. Kaycee had clearly established her expectations with the class, like when they were discussing protagonists and antagonists, she communicated her expectation that they used specific language relating to the elements of literature, like saying character instead of person, or conflict instead of problem.

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The teacher asks the class questions both to make sure they comprehend the text and asking them to analyze it. Her manner of engaging the students in the text, and making sure everyone is on task by calling out random students, makes sure that all students are given a chance to demonstrate their learning. It seems like students in this class are able to pick up new ideas from each other, and not just from the teacher. I also appreciated how she allowed them to discuss among themselves before calling on anyone, which gave students a chance to examine the text and come to conclusions with their peers before having to explain their answer in front of the whole class.

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9th Grade Reading Lesson- Jordayne Miller

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9th Grade Reading Lesson- Jordayne Miller

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Kaycee engaged every student in her classroom using specific strategies and having expectations in her classroom. The strategies she used was having her students engage in group discussion multiple times throughout the lesson to be able to share ideas and thoughts. Another strategy she used was she told students that she would pick on anyone which motivated the kids to make sure they participated and had a answer if she called on them. I really like that she reinforced the content the class was covering with a note taking packet as well. One thing that was super helpful was that she mentioned how she differentiated her classroom to accomodate ESL learners by giving them an audio version of the story ahead of time so that they could listen to it before the class read it in lecture. An example of her expectations in her classroom was that she was very specific on her instructions for what the students need to be doing and rewarding students by giving them points on a chart towards a reward of some sort. This expectation of engagement while in classroom is reinforced with the reward.

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9th Grade Reading Lesson- Reggan Spielmann

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9th Grade Reading Lesson- Reggan Spielmann

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I really enjoyed how she included each student by allowing them to first discuss within small groups before answering in front of the whole class. She also had other students help out if a peer needs it, this makes the students feel comfortable to answer without fearing failure. The snapping of fingers was also a very interesting way of including every student. This helps them to show peers their support without interruption. She also showed her expectations for learning by providing detailed responses right away. This is helpful because it shows the students what she is expectations and helps them learn more through her own responses.

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How did she engage every student in the classroom?

Eckhardt begins engaging students in the classroom by ensuring that the content aligns with the students’ needs and level of understanding, her expectations, and state standards. She pre-assesses her class with sections of the book prior to reading to ensure that students can understand the content and are challenged to learn; and provides formative assessments to ensure that the instructional strategy is effective. She also front-loads content for younger students by providing them with recordings of the reading to orient themselves the night before the class discussion.

In the classroom, Eckhardt engages students by using active learning activities. She first involves the entire class in discussions by drawing attention to the “big idea” and then sorting students into small groups in which they can communicate more effectively about the text. She re-centers the focus by having small groups share their discussions with the greater class and by providing direct feedback. She uses a “Student vs Teacher” game, which requires students to engage with the content in an enjoyable way. Eckhardt also employs the I Do, We Do, You Do method by reading aloud to students, having them read in small groups, and then allowing them to whisper read individually.

She asks many short, concise questions which provide the students with lots of opportunities to respond and engage with the learning process. Occasionally, she allows students to volunteer to answer, but to ensure that all students have an opportunity to respond, she also selects students.

She maintains engagement by recognizing and applauding (snapping, more accurately) good work, while providing scaffolding by asking clarifying questions. Further, she is excited and passionate about the content, which creates a positive classroom environment that fosters learning and engagement.

What are examples of her expectations for learning?

For the lesson, Eckhardt expects students to read the text, recognize repeated symbols, determine the meaning of those symbols using direct evidence from the text, and discuss their ideas using the appropriate language. Her overarching expectation is that students will attempt to answer a question, recognize any mistakes, and correct them appropriately.

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The first observation I made from Kaycee's class was how she kept group discussions short and quick. Keeping group discussions to a short time helps prevent students from going off-topic and disengaging. Also, she kept the students engaged by allowing the students to help another student support their answer(s), and student's who agreed with someone's answer they would snap their fingers (preventing students from interrupting each other). An instructional strategy that Eckardt used in her classroom was to record herself reading the picked reading and give it to ESL students or students who have a lower reading level to help them be prepared before class (they know what is going on and are not behind during class). A classroom expectation was to provide details within an answer; students would provide a quote from the book/context that supported their answer.

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9th grade Reading lesson- Brittany Steiger

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9th grade Reading lesson- Brittany Steiger

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The first thing that stood out to me was she had the students respond to the questions at a fast pace. I like how she reads the story as well as giving other ways to hear the story such as a cd auto book. I like how she also has them talk in small groups about their answers. She encouraged her class by if a student didn't know how to finish the answer she would have a table mate help the student finish the answer. She was fast paced and kept her students engaged.

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I really liked how she made sure to include all the students and adapt to students needs throughout the units. She engaged all the students in the class by having them discuss in groups and then call on a random person for the answer. This helps the students all work together and share their opinions. An example of her expectations for learning is to be engaged in class and help your classmates come up with the answer. She also helps her students by recording the reading assignments that way they are able to listen to it at home in order to help with comprehension.

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In her class she had the students discuss in groups on what they thought and the opinions that they had. This helped because she allowed each student to discuss how they feel and this helps students feel more comfortable to participate in small groups. The game looked fun. Students discussed in their groups again, then share to the class. For the lover level learners she reads the story into her computer kinda like our screencasts and then hands it to the students on discs so they can listen before class. One expectation I liked was she wants her students to try. If they get the question wrong she wants them to keep trying until they understand their mistake and get it right. That's a good way to make sure they are understanding.

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I thought it was interesting how she motivated her students by making her lesson fast paced. It didn't allow students to get distracted because they only had 30 seconds to talk to their groups and find the test evidence. She engaged her students by doing this. They had to work together and it was a timed fast paced activity but it was not too challenging, so the students were able to find the answer to her question. She expects her students to back up their thinking with the exact line in the story where it gives that answer.

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9th Grade Reading Lesson (Courtney Janneck)

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9th Grade Reading Lesson (Courtney Janneck)

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What immediately stood out to me about the video was just how engaging Eckardt was. She was very able to get the students engaged in the lesson which was one of the things that made the lesson effective. One of the ways that she was able to get the students engaged was by being very encouraging when the students answered questions. This encouraged the other students to answer questions in the future. She also made sure to encourage them even if their answer was not completely correct she would address the part that had an issue after she addressed the part that was good. She worked to have her students learn at least in some way. She wants her students to keep in mind their big ideas and to be able to back them up with evidence that they were able to find in the text. Also as was discussed earlier she encourages students even when they get things wrong and tries to help them think more about the question to get them on the right track and to learn more.

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How did she engage every student in the classroom?
- Eckardt had the students discuss in their small table groups for 30 seconds on the question that was being asked. Following the short table group discussion, she then called on different groups to share their responses.
- Teacher versus students' game to define "protagonist" and "antagonist"; then talked about it right afterwards.

What are examples of her expectation for learning?
- Eckardt recognized that many of her students are behind on where they should be at in regard to their reading level. She uses common core literacy standards to help give engaging and rigorous texts that fit her student's needs.
- She wants her students to back up their "big thoughts" with evidence from the texts.

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I was impressed with Eakardt's ability to teaching both engagingly and effectively. She seemed to prioritize respect first and foremost, I noticed that she would frequently thank her students, and when students were called upon in discussion they would begin by saying "Thank you," indicating that they were accustomed to this type of atmosphere. I also noticed how she used probing strategies when students did not provide exactly the answer that she was looking for, first acknowledging the good parts of their answers before asking clarifying questions. Finally, she worked to make her lessons accessible for English language learning students by proving CD's of the class readings so that students could familiarize themselves with the content before class.

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9th Grade Reading Lesson w/ Kaycee Eckardt - Ellie Stern 

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9th Grade Reading Lesson w/ Kaycee Eckardt - Ellie Stern 

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How did she engage every student in the classroom?

She had students discuss in their groups their thoughts and opinions about a question. This helped engage every student because often times some students may feel more comfortable responding to questions to a small group rather than the entire class

The activity they did in the very beginning of class looked competitive. Students would yet again discuss in their groups their opinions and have a group member share aloud with their class.

For her ESL students and low level readers, she reads the story into her computer and then gives it to those students on discs so that they are able to listen to it before class

What are examples of her expectation for learning?

She wants her students to succeed. One example of this was when she mentioned that her students are lower level readers for the most part so she specifically examines and chooses texts that will be comprehensible for them and their reading levels.

She also wants her students to try and if they get a question incorrect, she wants them to continue to try until they understand their mistake and get the right answer.