Instructional Rounds Science by Beedlow

jbeedlow — 2014-12-10 15:50:32 UTC

Teacher was doing a rapid fire question

2014-12-10 15:50:32 UTC

60 % of students were answering questions. stu

Verbal feedback

2014-12-10 15:50:32 UTC

Teacher provided verbal feedback to groups of students working on projects

Reflections on thinking (verbal or written)

jbeedlow — 2014-12-10 15:50:32 UTC

Very little written feedback was given in journals. Some peer feedback was seen.

Writing Assignment

2014-12-10 15:50:32 UTC

All students had an open ended writing assignment that they were to complete after taking their multiple choice test.

Discourse/explanations

2014-12-10 15:50:32 UTC

Students working in groups to create a demonstration of potential & kinetic energy - discourse among members & explanations requied within project

Productivity

2014-12-10 15:50:32 UTC

Kids working in groups on project,

needed to include a technology piece so they were trying to work through that together

Explanations/justification

2014-12-10 15:50:32 UTC

Students completed CERs in their journals

Teachers all provide verbal feedback.

2014-12-10 15:50:32 UTC

Written feedback

2014-12-10 15:50:32 UTC

Some journals had lots of written feedback and graded quizzes attached in them while some journals had little to no feedback in them.

Teacher questions

2014-12-10 15:50:32 UTC

Teacher asked open-ended questions that required students to use prior knowledge

Prior Knowledge

2014-12-10 15:50:32 UTC

Kids in one class struggled a bit with prior knowledge when teacher was questioning them but she stayed away from yes/no questions and allowed the students time to come up with answers.

Teacher Questions

2014-12-10 15:50:32 UTC

Teacher was doing rapid fire questions as a review

before the kids took their test, as a quick review.

Teacher Talk vs. Student Talk

jbeedlow — 2014-12-10 15:50:32 UTC

Questioning Strategies

jbeedlow — 2014-12-10 15:50:32 UTC

Were to access prior knowledge.

High-Level Tasks Assigned

jbeedlow — 2014-12-10 15:50:32 UTC

Students were engaged in high level PBL .

Academic Vocabulary/Prior Knowledge

jbeedlow — 2014-12-10 15:50:32 UTC

Students were using minimal amount of academic vocabulary verbally. Displaying through tests and written.

Productive Struggle Time

jbeedlow — 2014-12-10 15:50:32 UTC

Discourse/Justification/Explanations

jbeedlow — 2014-12-10 15:50:32 UTC

jbeedlow — 2014-12-10 15:50:33 UTC

jbeedlow — 2014-12-10 16:27:19 UTC

Student journals had more scripted entries than student choice entries.

jbeedlow — 2014-12-10 16:27:57 UTC

Low amount of productive struggle time.

jbeedlow — 2014-12-10 16:31:12 UTC

Some journals included written feedback

jbeedlow — 2014-12-10 16:32:03 UTC

activated prior knowledge from

yesterday's activity or vocabulary

jbeedlow — 2014-12-10 16:33:01 UTC

Students were asked to relate the

reading passage to their own lives

jbeedlow — 2014-12-10 16:34:12 UTC

Students asking other students

for clarification on review

questions.

jbeedlow — 2014-12-10 16:34:42 UTC

Warm-up "In your own words"

questions asked using academic

vocabulary

jbeedlow — 2014-12-10 16:35:24 UTC

Provided open-ended questions

for higher level thinking

jbeedlow — 2014-12-10 16:36:05 UTC

Students provided leading,

open-ended questions toward

other students

jbeedlow — 2014-12-10 22:02:54 UTC

jbeedlow — 2014-12-10 22:03:08 UTC