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Observation Notes

Yvette Gagum taught an Honors English 1 class where she: 1) Had students do a free write bellwork activity and then introduced the day's agenda about source credibility. 2) Organized students into groups and had them play a game answering slide questions about scholarly vs. popular sources. 3) Received positive feedback that students were engaged in the game and activity, though some suggestions were made such as calling out individual students by name rather than the whole class.

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32 views2 pages

Observation Notes

Yvette Gagum taught an Honors English 1 class where she: 1) Had students do a free write bellwork activity and then introduced the day's agenda about source credibility. 2) Organized students into groups and had them play a game answering slide questions about scholarly vs. popular sources. 3) Received positive feedback that students were engaged in the game and activity, though some suggestions were made such as calling out individual students by name rather than the whole class.

Uploaded by

ygagum
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Observation 01/19/2024- Yvette Gagum

9:45 am- Honors English 1 (Freshmen)

Summary

● Students enter and begin bell work. “Free Write Friday! If you can’t think of something to write,
write a 4-sentence story with an unreliable narrator.
● Yvette quieted students for Free-Style Friday.
● Asked students to share, two people shared their thoughts and Y directed students to put away
bellwork.
● Y. posted agenda for the period on a slide, and reviews the differences between scholarly
sources and popular sources and discussed why source credibility is important
● Y. began a game by asking students to organize into groups of 4 to play a game.
● Questions were on slides.

Glow

● Students were quiet during announcements.


● Y. spoke respectfully to a student who explained he has been sick the past couple of days.
● The handout you created to accompany the game was helpful and organized. Having all students
have their own sheet provides accountability and ensures all students are engaged.
● Students showed enthusiasm for the game you created. I believe that it’s a great way to get
students off their devices.
● Picking groups randomly keeps students attentive and provides opportunity for students who are
unlikely to share their thoughts.
● I like that you ensured that number 1 and 6 should be correct in the order question. That
question was a great one! For students to have differing opinions and still be correct based on
their rationale! These are the best kinds of questions!
● Students were starting to get rowdy and they seemed to calm down when you reminded them
that they could be doing this individually as a packet instead.
● What a great activity you designed!! I love it! The questions were excellent and hit high levels of
depth of knowledge. Students were engaged and excited to talk about content for the entire
period!!
● The countdown you used worked well! 5, 4, 3… Students were suddenly quiet and students
could hear their answer! If that doesn’t silence everyone, just wait a little longer, or try it again!

Grow
● Use students’ names to redirect behavior rather than a global comment. If there are only one or
two students not following expectations, call them out! :) “Johnny, could you please remind me
(the class) what the expectation is for announcements, or during direct discussion?”
● Consider having the student who stands move to the back or side. He was blocking the students
from viewing, and possibly from your view.
● A few students were on phones during direct instruction. What is the expectation here?
Can/should this be corrected? How?
● You asked, “Why wouldn’t the documentary be the best choice?” which was an amazing follow
up question. However, half the students didn’t hear because they were chatting. Consider
pausing the discussion for the person to share again, and/or repeat what the student said once
all are quiet.
● Consider asking students to wait for a quiet audience until sharing their answers and model. “I
will wait for a quiet audience before moving on”

Wonder

● Some students got a little silly when developing a team name and it took a bit of time and
attention away from the objectives. Could teams be assigned a number and then have their
team’s name developed throughout the game?
● Will students put the handout in their notebooks? What is your process for them to organize
these?
● I think the student at the end confused primary source with reliable source. Just because
people would be unlikely to read it, does that make it less reliable?
● After students have been exposed to this format, could they create the questions for the next
game?

Best,

Melissa Lefebvre

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