Terah Minor- Jones Observation 12/4/2018
Observed Actions
The students began the warm up on the designed
padlet.
The objective/ EQ and the agenda was reviewed.
Displayed the directions for the current events
articles with the tinyurls.
Students were asked to complete their own
selected article and current events debrief. There
was a lot of talking throughout. After 20 minutes,
students were still not completed.
After 20 minutes, Ms. MJ asked students to show
on fingers how much time they still needed to
complete the activity.
At 9:46 until 9:48 Ms. MJ quickly has students
summarize the articles and then moved onto the
next activity.
Students were given an anticipation guide and
they were asked to complete the activity.
At 10:10- students were assigned roles in the
book Monster. Ms. MJ began the intro of the
reading.
Reflections and Suggestions
This began is 8:55 and the warm up review did
not begin until 9:12.
 Watch that you do begin instruction or a
discussion until the students are quiet
and attentive. I use 1, 2 3 all eyes on me.
You may develop a strategy that works
for you.
 What was the purpose of the
agree/disagree checks on one another’s
padlet responses? Was it necessary to
review multiple responses? Could you
draw a quick conclusion from the
majority? Do you feel that authorizing
the posts took too much time?
This was done quickly. You may want to put the
ownership on students. You may want to conduct
a preliminary poll based on the EQ or from the
warm up.
Were the students clear on the directions and the
purpose for the events to be reviewed? Were the
students quiet enough to understand what to do
and the relation of the activity to the objective
and focus question?
You may want to consider assigning groups of the
classroom to review a certain article, read
silently, and then work together to complete the
current events analysis. Consider modeling
expectations and purpose. Make sure that kids
are not just completing tasks, but they see a link
or thread that continues throughout their
learning.
See the considerations above in order to see if it
could have assisted with pacing.
Was the reflection of this activity important or
connected back to the objective/ EQ. Did the
students understand the purpose of the learning
contained in the activity?
Not all students were done. At 10:10
With only 5 minutes, could time be better spent
reflecting on their articles and the anticipation
guide as it connects to the EQ.
 No closing activity.

Terah’s personal reflection:

 Checking in with the students was helpful in meeting the objective

 Keeping on moving forward.
 The tech interfered, but kept the lesson materials
 Directions in multiple places

Terah’s changes if could she could

 Change the padlet to a revolve to the screen

 Allow students to multi task.
 Clear signals for talking and not talking.