Josh Schulhoff

11/19/15 Observation of Rumans:

Enter 9:02
9:05 Teacher (T) OK Vps
9:09 3 VP student candidates take three podiums at the front of the
class.
9:10 T- OK VP debate to start things out, opening statements
9:11 T- Close laptops please
9:11 T- Quiet down
9:11 T- First question.
9:11 First candidate responds followed by student 2 and 3 at 9:13
3 students are off task
9:14 T- Do any of you have questions for another candidate
Student playing piano keyboard
9:15 debate continues T- Quiet down
9:15- Girl at left side of room whispers what was the questions, what
are they answering?
9:18- T- In our technological age, American citizens are growing

more wary of government surveillance of their lives and data. Do

you believe some government intervention in the lives of
Americans is necessary?
9:20- Hand raised by student in back but not within vision of T,
not acknowledged.
9:22 T asks for questions, student above acknowledged
9:22 Over the course of solicitation of questions from audience
members, two students asked questions
9:23 VP debate continues9:25- T acknowledges one inapproriate statement by candidates
we all know these are simulation roles and that the president is
not a muslim.
9:26- VP Candidates return to seats
9:28 T Quiet down, presidential candidates, your opening
statements
9:28 Debate continues - greatest challenge for America
9:30- three students off task- one the same as before, two
different form before
9:31 Debate continues- size of military
9:35 Debate continues- issue of immigration
9:39 Debate continues- Issue of gender gap
Exit Classroom
The activity lent itself to greater learning potential. The idea is
sound but the need for reminders for the class to settle down
highlights the necessity of increased engagement of the audience
in the process. Perhaps this could be done by incorporating their
questions as a graded component or actively having them record
and analyze candidate platforms/ statements. The few facts
presented were overshadowed by the comedy which diminished
the potential educational value of the overall lesson.

NOTATIONS AND
RECOMMENDATIONS
1. By the reactions of some
students, the questions seem
to be asked too fast and not
loud enough.
2. An audible timer may lend
itself to a more professional
debate environment where
students feel less able to
improvise for long periods
3. Many comments seemed
inappropriate for a VP/
Presidential candidate and/or
school setting
4. The gross exaggerations made
it hard to discern what was real
fact and what was embellished
5. The activity lent itself to
students making personal
connections to the presented
parties but the over
exaggeration made it seem, for
example, that the the right
party had no positions that
could possibly be acceptable
opinions.
6. In order to encourage class
participation, I would suggest
telling students to have
questions prepared and then
solicit questions. As students
pose questions, record who
asked the question and the
relevancy with a -,, or + in
order to assign a participation
grade. A live google doc could
help you and the students
visualize their participation
7. With such a willing class to
role-model, using a student or
two as moderators could help.