Week+4

For Assignment #4, you conducted a classroom observation of a lesson to look for **characteristics of a differentiated classroom**. This week, you will:
 * discuss with your teammates what you have experienced, (individual)
 * brainstorm ideas for making the lesson you observed more effective, (team)
 * use what you learned from your team discussion to finalize the Su//ggestions for Improvement// section of the assignment, (individual)


 * Please post your template on this page**. I think we will have a richer discussion on Skype if we read each other's observation report in advance of the call.

Andrea
 * || **What characteristics of differentiation did you observe?** //(individual)// || **What are some ideas to make the lesson more effective?** //(team)// ||
 * //**Andrea**// || * Classroom arrangement
 * Small groups
 * Helper students
 * Co-teacher || X ||
 * //**Judi**// || X || * Continual assessment--closure, exit ticket, closure, etc. Engage with students at end. ||
 * //**Paul**// || X || * Relevant, real life examples
 * Engagement--use manipulatives (colored dice--generate problems themselves)
 * Packets can be overwhelming for many students, while others like that approach. Perhaps some students need the packet to be broken up into manageable parts, perhaps a page at a time, or a section at a time. Or, keep the packet intact, but each day highlight the pages/sections which student is expected to work on and aim to complete.
 * For the packet in general, provide ongoing feedback rather than waiting to provide feedback or a grade on completion of the entire thing. Immediate and frequent feedback may be just what some students need to keep going. ||

Judi
 * || **What characteristics of differentiation did you observe?** //(individual)// || **What are some ideas to make the lesson more effective?** //(team)// ||  ||
 * //**Andrea**// || X || * Have a checklist of objectives that you want to see completed so that teacher have a way to capture what happened...especially since she was busy with her own group
 * Try to have some time where students can self-select their own groups ||  ||
 * //**Judi**// || **• Use of helpers (mom, instructional assistant)**

**• Students helping students**
|| X ||
 * **//Paul//** || X || * provide rationale for choice of math games on the computer; not all kids need the same
 * aim for multiple interpretations, not just one
 * videotape your teacher and her team and send it to me so that I can share it with my teachers! ||

Paul


 * || **What characteristics of differentiation did you observe?** //(individual)// || **What are some ideas to make the lesson more effective?** //(team)// ||
 * //**Andrea**// || X || * Use voters for the daily openers
 * Arrange desks to for easier facilitation of small group work
 * Have students summarize their own learning at the end of the class via exit ticket, answer on voters, etc.
 * Use document cameras for manipulatives in addition to solving word problems. Have students move around objects to demonstrate the math equations ||
 * //**Judi**// || X || To help increase student engagement...
 * capitalize on the fact there are 2 teachers -- break into 2 groups
 * add some student movement: into groups, into pairs to Think/Pair/Share, even to put their homework answers under the document camera
 * consider some kind of 'exit slip' to gauge level of student understanding ("What is something you still have a question about?" "What is something you could explain to others who might be having trouble?") ||
 * //**Paul**// || * "Pick 10" for homework taps into student interests
 * Ongoing assessment
 * Multiple resources utilized
 * Distinct breaks between activities breaks up the monotony
 * Individual markerboards provide a nice change from notebooks || X ||