Observation of Tom Steele by REDACTED

March 19th 2018

Lesson: Potential Difference
Period 3 and 9

This lesson uses my notes page on potential difference. It introduces the concept.

Tom’s clarity of initial questions improved from his first attempt at the lesson to the second. For
example, rather than asking, “does anyone have any ideas about what potential difference means?”
Tom, during the second attempt at the lesson, provided a clear definition to the students.

Tom also used magnets stuck on the white board as a manipulative representing charge in an electric
field. Seeing this visual was very helpful in the description of a very abstract concept.

As the lesson progressed, students were called on in an around the room fashion emulating the
typical class format. Several example problems were completed, together at first and then students
completed them on their own.

A note to be careful of punishment for participation, a student made a comment and Tom took that
as an opportunity to choose that student to do a problem, “You spoke up… and so need to do this
problem.” In general, Tom has an excellent demeanor in front of the class, he has, right away, a
positive attitude that relates well with the students.

The lesson concluded with another good use of visualization. Tom used students to represent
elementary charges moving through potential difference. You could see how the number of
charges, people, and the amount of volts they moved through, desks they crossed, were a measure of
how many electronvolts were necessary to accomplish the movement of charge through an electric
field.
Observation of Tom Steele by REDACTED

April 9th 2018

Lesson: Series Circuits
Period 3 and 9

Tom opened the introduction to the series circuit lesson with a question about the brightness of two
light bulbs hooked up in series and in parallel. While it can be ok to preview things that are to come
it must be done to motivate and not to confuse. I had mixed feelings about this intro. At first I
believed it to be misplaced in that students have no experience with series or parallel circuit analysis,
however, I believe it was interesting to students to see more complex circuit combinations even if
they didn’t know what to do with them.

Tom utilized my analogy of guys throwing rocks down a hill to introduce the series circuit rules. He
helped guide the class to an understanding that the current through each resistor would be the same
and that the overall, total, or equivalent resistance would be the sum of the resistances. I felt he
missed an explicit statement of how the voltages add up to the total, however he dedicated a
previous lesson to this idea.

We have been working on “board work” and use of color. The diagram in period 3 was all green.
The diagram in period 9 was much better done with a different color for the portion that
represented the battery. Tom listens and makes an attempt to incorporate advice.

Tom is also becoming more comfortable up in front of the class for an entire period, guiding the
discussion and holding onto his train of thought.
Observation of Tom Steele by REDACTED

May 3rd 2018

Lesson: Combination Circuit AP Review
Period 3 and 9

Over the past two weeks we have been reviewing for the AP1 exam. Today Mr. Steele led the class
through a sample combination circuit free response problem. Students worked in groups on
whiteboards to solve each part of the problem.

Mr. Steele moved about the room from group to group observing student responses and offered just
enough guidance to push groups toward a solution. He allocated his time to groups that needed the
most assistance. I continue to be impressed, as I would have moved the lesson along quicker. Mr.
Steele’s slower pace allowed all groups to successfully come to a conclusion. After each step he
reiterated the correct answer by verbally calling on students and developing the correct answer in
front of the whole class. His development of the answers were comprehensive, not allowing for
loose language and skipped steps.

After each of the three steps to the problem, he offered a follow up challenge putting numbers on
the resistor values and asking students to solve quantitatively, something the problems had not done.
We recognized an internal contradiction in adding number to the preexisting numbers, however,
Tom resolved this quickly and was clearer in the second class of the day.

In this lesson, Tom had to think on his feet and be more open to a variety of student responses. His
knowledge of circuits has improved along with his fluency with the material.

Tom has done an excellent job, he began with the right demeanor to make positive student
connections. He plans ahead and works hard to deliver a coherent and multifaceted lessons. He
listens to advice and attempts to implement it. He adapts to new knowledge and is constantly
improving.