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1 | Please enter information in the table below for any class that you are willing/eager to have colleagues visit. If you are not certain of the topic or pedagogies that you will be using, leave that area blank. However, please make a note of anything that you would lke feedback on. You can scroll down to see each of the timeblocks for the day and/or click on the different tabs on the bottom of the page to open up a different day. Additionally, sign up to visit particular classes! Observation Practices link. | ||||||||||||||||||||||||||
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3 | Monday, November 4 | ||||||||||||||||||||||||||
4 | B5 (8:30 - 9:45 AM) | ||||||||||||||||||||||||||
5 | Teacher | Class | Location | Topic being taught and/or pedagogy used | Hoping for feedback on... | Visiting Signups | |||||||||||||||||||||
6 | Deveaux | CL French 4 | Founders8 | Topic will be science and technologie, pedagogy: metacognition (they will receive some of their work back); and will l be working collaboratively. | Always want to make sure that I am creating an effective learning environment; students willing to collaborate, share ideas, etc. | Colgate | |||||||||||||||||||||
7 | Chipman | 030 English | Chaffee 122 | Topic: the writings of Thomas Jefferson and Thomas Paine, focusing on their rhetoric (I will email these to anyone attending so that you can follow along if you so choose!); Pedagogy: retrieval practice, Harkness | Allowing for an effective learning environment via comfort in the classroom- interactions with students that are personal and allowing/providing opportunities for recognizing relevance between themselves and their work | Corman | |||||||||||||||||||||
8 | Lester | Precalculus | Clark 125 | Topic: polynomial graphs; Pedagogy: Card sort, pattern seeking | Checking for individual understanding in the context of collaborative learning, intervening for students who are having trouble | ||||||||||||||||||||||
9 | Heckman | Biology | Clark 228 | Topic: photosynthesis review and lab simulation, concept mapping; pedagogy: POGIL, concept mapping, data analysis | Ensuring students are engaged and recognizing connections between our material- this class is so quiet! Equity and Inclusion, as well. | Corman | |||||||||||||||||||||
10 | Matlack | CL Calculus AB | Clark 114 | Topic: Derivatives of Inverse Trig Functions; Related Rates | How much are my students doing the work? Quality of questions (higher order questioning) | ||||||||||||||||||||||
11 | Eggers/Lawrence | Graphic Novel | Chaffee 102 | Gallery Walk and writing on each others Graphic short stories | Corman | ||||||||||||||||||||||
12 | MacClintic | Intro to Problem Solving | PHI | Shareout of student presentation for their first client...feedback on their prototype | |||||||||||||||||||||||
13 | Chaudhary | Bio A | Clark 115 | Topic: writing about science to a lay audience. Method: simultaneous real time feedback | This technique is remote. Is there still a personal connection being made and sustained? | ||||||||||||||||||||||
14 | Blickman | Spanish I | Founders 6 | Vocabulary review, introduction to new structure, lab conversation, introduction to new grammar | |||||||||||||||||||||||
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31 | B6 (10:45 - 12:00 Noon) | ||||||||||||||||||||||||||
32 | Teacher | Class | Location | Pedagogies being used during class | Hoping for feedback on... | Visiting Signups | |||||||||||||||||||||
33 | Nisselson | French IV | Founders 19 | Discussion of excerpts from Philippe Labro's The Foreign Student; Introduction to project; Trivia on French culture if we have time [Pedagogy: Blank page review; PPT; full-class discussion; partner work] | Student engagement and use of target language | Andrew Matlack | |||||||||||||||||||||
34 | Heckman | Ecology | Clark 231/Brush 1 | Topic: Climate Change and at 11:25, we're going to learn about their final project on reading and interpreting primary literature | Scaffolding of final project and how to do an overview of an important topic with political implications delicately and not oversimplifying to the point of minimizing | Courtney Doyle Sara Deveaux | |||||||||||||||||||||
35 | Anderson | Latin II | Founders 11 | Drilling on passive verbs, oral questions for story review. Students will be working on group projects on Roman games and entertainent during the final third of the period, which might or might not be less interesting for visitors. | Andrew Matlack | ||||||||||||||||||||||
36 | Aweida-Parsons | Middle East | Brush 313 | Return Tests. Discussion around the Lebanese Civil War and the Palestinian Intifada and how to best understand different perspectives to the conflict | Morgan | ||||||||||||||||||||||
37 | Eggers | Voices of Dissent | Chaffee 102 | New readings: selections from MLK and Malcolm X | DeNunzio | ||||||||||||||||||||||
38 | Gerace | Guided Research Project in Molecular Biology | Clark 115 | In this class, students engage in authentic research. In the fall term, the students are learning skills and defining their research projects. Today, students will be finishing an experiment to look at gene expression in stem cells. | |||||||||||||||||||||||
39 | Marc Cardwell | Spanish 2A | Founders 21 | Please visit between 10:45-11:25. We'll take a quick formative assessment (bellringer) and correct as class. Then a Gallery Walk to present family trees. We will be in language lab for second half. | Have I helped to foster an environment where my students use the target language? Do I come across as supportive and encouraging to every student? | Andrew Matlack | |||||||||||||||||||||
40 | Williams | World History | Brush 306 | Chapter Test Review; first half will consist of clarification and review, then students will develop trivia questions in groups; last forty minutes of student trivia. | Student engagement; how well do students work in teams. | ||||||||||||||||||||||
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57 | B7 (12:10 - 1:25 PM or 12:40 - 1:55 PM) | ||||||||||||||||||||||||||
58 | Teacher | Class | Location | Early or Late Start? | Pedagogies being used during class | Hoping for feedback on... | Visiting Signups | ||||||||||||||||||||
59 | Grinspan | Creative Writing | Chaffee 101 | late (12:40) | Impromptu writing exercises | Sara Deveaux | |||||||||||||||||||||
60 | Aweida-Parsons | World History | Brush 308 | early | Test preparation. Key terms, key people, key themes | Sara Deveaux; Andrew Matlack | |||||||||||||||||||||
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88 | B1 (2:05 - 3:20 PM) | ||||||||||||||||||||||||||
89 | Teacher | Class | Location | Pedagogies being used during class | Hoping for feedback on... | Visiting Signups | |||||||||||||||||||||
90 | Morgan | English I | RAC 3 | TBD, but we'll be talking about Frederick Douglass' Narrative and some grammar. | Maintaining student engagement and cultivating a comfortable learning environment. | Rachel N. Delphine | |||||||||||||||||||||
91 | Colgate | Stories of War | Hubbard 128 | In-class reading and discussion of Sebastian Junger's War | Rachel N, Martha Ince, Delphine | ||||||||||||||||||||||
92 | Corman | Spanish III | Founders 6 | song to review grammar; low stake formative assessment (bell ringer); research in class on various campaigns on the internet + presentations | keeping students in the target language during group work | Heckman | |||||||||||||||||||||
93 | Mills | English 010 | Chaffee 122 | PLEASE ARRIVE AT 2:30 so as not to disrupt student presentations.The Narrative of Frederick Douglass. Grammar. | PO | Managing student voices - especially those who tend to dominate. | Rachel N | ||||||||||||||||||||
94 | Gerace | CL-Genetics | Clark 115 | This class uses a flipped-class room model. Students will come to class having watched a video on patterns of inheritance. They will then be engaged in problem-solving on genetic pedigrees during class time. | Group work and movement, am I reaching everyone? Are the kids arranged (seating wise) to work collaboratively? | Lauren W, Will | |||||||||||||||||||||
95 | Lester | Advanced Physics | Clark 129 | Topic: Circular Motion. Exploration activity, Lecture, Video Lab | Rubai | ||||||||||||||||||||||
96 | Anderson | CL Latin | Founders 11 | Language work on and discussion of Caesar's ethnographic chapters on the culture of the Gauls, including human sacrifice | Rubai | ||||||||||||||||||||||
97 | Johnson | Intro to Computer Science | PHI | Students will work on a "quick pitch" to design an app/service in the abstract, making sure to detail the ways in which it uses personal data in order to function while also being sure to detail ways to keep that data secure (via encryption). | Framing/giving directions. How I'm supporting helping students identify the problem they're hoping to solve. | Sara Deveaux, Heckman, Garvin | |||||||||||||||||||||
98 | Fleming | Latin I | Founders 12 | Focus on movement, chunking of activities. Variety of topics: Intransitive Verbs, Passive, "To be" and "Can" in Latin. Caesar's ethnography of the Gauls. | |||||||||||||||||||||||
99 | Marc Cardwell | Spanish 2A | Founders 21 | Please visit between 2:05-2:45. We'll take a quick formative assessment (bellringer) and correct as class. Then a Gallery Walk to present family trees. We will be in language lab for second half. | This is a very small and very quiet class. Have I helped to foster an environment where my students use the target language? Do I come across as supportive and encouraging to every student? | ||||||||||||||||||||||
100 | Mark Zunino | Printmaking | RAC 6 | Starting at 2:30 there will be an introduction to color printing on the Vandercook press | looking for clarity in explanation...for the layman | Sara, Will |