8/6/2019 Mchpherson Observation

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Alexandria Green

Instructor: Donna Cucunato

Tapestry of a Liberal Studies Education, 497

2 March 2011

Observation Reflection: McPherson Elementary

School Background• Magnet School – Science and Technology, Grades K-8• Principal – Jean Bentley• Lottery School – On average, there are 60-80 slots per 600 non-tested applicants.• “Google School” – integration of the existing IT systems with Google Apps while keeping the

 school's domain safe and secure, every parent is contacted via Twitter and Facebook for updates

(field trip returning late, etc.), every teacher has a Google page with hosted apps (connected to

gradebook, test scores, etc.)• One-to-one laptop ratio for grades 6-8 – focus on how to use technology appropriately, students

as young as 6

th

grade are programming video games, all students in upper grades required to build their own website

Miss Denh – Grade 4• Current Science Unit – Ecosystems (terrarium, aquarium)• Students begin the lesson by honing their observation skills, drawing diagrams of change, and

 predicting why each part is important to the larger ecosystem.• The model ecosystem was made by the students—great way to engage and motivate students to

learn something new.• Students respond with obvious insight to questions of purpose.

o Why did we put gravel in our terrarium? –“…so that the plants have something to grip on

to,” “…to support the dirt.”

o What is the purpose of the soil? –“…the soil has vitamins for the plants.”• Teacher used guided discovery/direct instruction methods of instruction—students work it out on

their own and then information was clarified with comments such as, “plants provide oxygen for 

the animals.” This allows students to gain the proper verbiage after they have discovered it for 

themselves (using less scientific language).

Mr. Bishop’s Substitute, Grade 4• “Read along as I read aloud” – 50% of the students were following this direction because of the

distraction of college observers, overall disinterest, etc.• Current lesson – logic, problem solving• Substitute omits information that would be solved with algebra – might not be a bad idea to

introduce a concept as simple as 2x (with actually signifying the variable, for instance“Saturday”). Two times the miles ran on Saturday could be simply written as “2 X Saturday”

• Very little student involvement, which unfortunately tends to happen in math instruction—it does

not have to be that way!

Mrs. Robinson, Grade 5• Current Unit – Chemical and physical properties of elements•  Next Lesson – Build molecules out of color-coded marshmallows (great way to model something

that cannot be seen with the human eye)

8/6/2019 Mchpherson Observation

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• These lessons will compile to learning about the organization of the periodic table. The teacher 

has a clear focus and view as to what the students will be learning. This provide for appropriate

scaffolding.• Students working independently on key words search in their textbooks. When asked what she

was doing, one female student could articulate her train of thought. This study skill had

obviously been learned and reinforced. However, when asked to read a definition aloud, the same

student had trouble visualizing what was being described. I remember having trouble with thistype of comprehension in grade school.

Mrs. Layton, Grade 5• Current Lesson – Early Explorers• Teacher is obviously focused on the school’s science, math, and technology intention – “The

early explorers were not only courageous, but also scientists and mathematicians.” This

statement alone provides students with aspirations than amount to more than becoming the

valiant superhero, courageous explorer, etc.• Perfectly integrated – History lesson infused with science concepts of botany, zoology, etc.• Student read aloud as the others read along – Students were nearly 100% engaged, which was

impressive taking account our distraction.• Focus on study skills – Students learn to highlight key points for future studying, this activity led

all students to be engaged in the reading• Debrief reading – teacher asked a series of leading questions that tapped their prior knowledge.

Asking students to define zoology, keying into the suffix (language arts integration).• I remember this teacher from an observation at McPherson Elementary two years ago. This is a

testament to the powerful activities, strategies, and enthusiasm she uses in her classroom. I aspire

to that.

Mrs. Priest, Grade 6• Current lesson – spelling pre-test, students who receive 100% are given the privilege of 

administering the test on Friday• Current History Unit – Ancient India and Ancient China

o PowerPoint presentation, research project

o One month time frame

o Teacher facilitates technology and lends research assistance

o Each student has a different topic and is given the responsibility of presented in lecture

format to the class –this strategy is great for developing oral speaking skill and giving

students intrinsic motivation.• Current Novel – Peak 

o Class is in contact with author via website, Facebook, and hopefully Skype

o They are given the task of tagging along with his expedition by using the knowledge

learned from their science unit on mountaineering—integration!Unknown, Grade 6

• Hands-on History! The classroom environment reflects this with worldly décor.• I was immediately attracted to the aesthetic because of my recent experiences abroad. I believe it

is so important to equip students to become global citizens who are outward-focused.• History is made current – Current news is brought into the classroom, sifted through, and applied

in a historical context. For example, the unrest in Egypt was discussed in light of their unit of 

Egyptian history. Students are aware that the current revolution will be written in the revised

history books. History is in constant revision.