COLLEGIAL OBSERVATION

Collegial Observation

St. Ignatius College Preparatory

A.M.D.G.

Teachers Name: Eric CastroDepartment: Social ScienceObservation Date: Feb. 24Observer: Katy DumasThe purpose of the collegial observation is to provide teachers with the opportunity to visit other classrooms and learn from their colleagues. These observations are collegial, not supervisory, and are intended to promote collaboration.

Lesson Summary

Lesson OutcomesAssess blended learning experience (students have spent two days on their own, independently studying WWI.)Debate issues of WWI.

AgendaWeekly News

Vocab Quiz

World War One Debate

Observation

Use the space below to record what happens during your visit.

Two students give a weekly world news report. Current events were from Uganda and England.Eric reviews what they have been learning about on their own for two days, outside of class.

Vocab quiz 21 terms (students review first). The quiz is taken on the iPad. A student asks if she can re-take the quiz right away. This is allowed.

Students get in color groups and prepare for debate. (11:03)

Eric circulates the room, helping students out when they have questions.

First debate - World War One was inevitable.

Students take notes during the debate and there is an assessment assignment for the audience.

Students struggle a bit through the first debate and Eric allows this he doesnt jump in and help them. The students work through it and he commends both sides.

Other groups debate topics of World War One USA was justified to get involved in the war. Treaty of Versailles was just and reasonable end to the war. It was clear that the students were well prepared for the debates.

General Comments & Reflections

In light of the principles of culturally responsive teaching, what activities, resources, or strategies did you observe that you might be able to use in your class?

Students' cultural connections are affirmed.

How are concepts/activities made relevant to students interests/experiences? How are multiple perspectives included in curriculum?

How does the teacher show appreciation for students knowledge of their cultures?The fact that it is a world history course allows for many opportunities to make cultural connections. Students give current event news reports once a week.

Multiple perspectives are included in the debate. Eric does a great job of listening to both sides in an unbiased way. Teacher is personally inviting.

How does the teacher demonstrate open and trusting relationships? How does the teacher value student input and perspectives?

How does the teachers tone of voice demonstrate care and respect?

Erics general demeanor is personally inviting. During the quiz he runs around the room, answering all his students questions. He is patient and kind with them. You can tell the students trust and like him. It struck me how little Eric spoke during class. The class runs itself which shows how much Eric and the students have prepared. Almost every student participated in the class indicating he values student input and perspectives. Students feel very comfortable speaking and participating, I believe this is due Erics tone of care and respect. Learning environments are physically and culturally inviting.

How is student work showcased in and out of classroom? Are multicultural images, photos, artwork, dcor displayed?

Does the classroom ambiance exude recognition and appreciation of culture?

I didnt see any work showcased, but the classroom ambiance is one of mutual respect. Other CRT Principles

Students are reinforced for academic development Instructional changes are made to accommodate differences.

Classroom is managed with firm, consistent, and caring control.

Interactions stress collectivity as well as individuality.Signs are posted around the room that say agree strongly, agree somewhat, disagree strongly, and disagree somewhat. These signs set a tone that all opinions are valued and listened to, a culturally competent way of teaching. Erics class is extremely student centered and dynamic. It is obvious students have acquired knowledge of WWI on their own, and have an opportunity to showcase what they learned with their color groups and during the debate. The pace is fast and the students are with him for the entire ride. Erics class is always in control, but with a caring and kind way. He has a great balance of fun banter and strictness.

Follow-Up Conversation

After your observation, please email or meet to discuss questions or comments.

We spoke during the first part of class about the blended learning experience. We also discussed the use of iPads and note taking during class time.

Note:

A copy of the completed observation should be placed in the Year-End Portfolios of both the observer and the teacher. Additionally, the observer needs to provide a copy to Jeannie Quesada.