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Alissa Sperling Observation Carolyn Rulli UM Jeff Blank CM February 14, 2013 Students are in their last building

g day for their projects. Project rubric and evaluation rubric are attached. Observation feedback includes the Meaningful Engaged Learning Walk Though From and my comments about the ratings are appended below. 1. Class organization. As soon as students entered the room, they went directly to the rear to pick up their project and then to their small group table. They began to work on their project with no prompting from you. 2. Teacher role. You were circulating among the tables. Students were on task. Alissa was principally answering students questions. Most of these questions were focused on troubleshooting project design. CR: Another important role for your facilitation is to use this time to prompt your students thinking about how the design represents specific Physics concepts. By helping them to articulate this understanding now, you are supporting the overall outcome of the project. In addition, you are gaining valuable formative assessment data for each group and each student. 3. Level of student engagement. Students were highly engaged. Few, if any were off task for any length of time. By limiting group size to 4 students and by asking for two components to the project, the model and the poster, you have created opportunities for all students to be engaged. 4. Learning by doing. Students were actively learning by following elements of the design process: design, trial, observation, modification, trial 5. Level of Blooms. All levels of Blooms Taxonomy were observed. By actively pushing on conceptual underpinnings, you can increase the degree to which students are thinking about application of their model to Physics concepts. 6. Contextualized learning. Students were doing real world work. In addition to working with Physics concepts, cross discipline content work included mathematics, Language Arts (on the poster) and Art (on the poster and the model). 7. Level of group work. Students were able to self-select the part of the project they wanted to work on (model or poster). In addition, students were working on a project based upon their own experience, an amusement park. The level of group work was high. Students were discussing: suggestions for

design modifications, anticipated outcomes for the model, content of poster, and understanding of how the poster and the model were related. 8. Learning styles. Although I only marked two learning styles observed, upon reflection, it could be said that many if not all of the learning styles listed on the form were evidenced in this observation. Students were using verbal expressions to discuss their understanding of the design with their group members, visual learners could access this work both in the model form as well as the poster, and a great deal of the group work relied on interpersonal learning. 9. Motivators. There were no negative motivators observed. Students appeared motivated to work on this project because of its authentic application to something that they enjoyed. Think about How you push students to consistently connect to physics concepts. Some groups could readily make these connections but some needed some coaching. How can you facilitate this learning during the design and construction phases of the project? Tension between how much they are learning, applying and the time needed to get the task done Logistics materials needed, storage space, time to set up and store for multi class projects The affordances and limitations of asking students to construct working versus nonworking models Well done Alissa!