2.15.2012 , 8th PDAgenda: 1) Skit Prep 2) National Supremacy Skits 3) National vs. State: Arizona Immigration ...
At 3:32, you said, “OK… eyes up here…anytime soon? You are done… you are ready to go… Hello?”“On a piece of paper, while y...
At 3:46, you said, “Alright! So…”Alyssa, “Do we turn in our short answers?”Sonny asked you a question.“Alright… can I get ...
him decide not to think “in-depth” about the question. Instead, he just wrote somethingquickly.Have students listen for im...
of 4

National supremacy observation notes

Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - National supremacy observation notes

  • 1. 2.15.2012 , 8th PDAgenda: 1) Skit Prep 2) National Supremacy Skits 3) National vs. State: Arizona Immigration HW: FRQYou started class by explaining what you did yesterday in class. You gave the objectives of the skit andreferred to the slide at the front.“Make sure your skit shows…” Good to review and recap the objective. I’m wondering if you couldoffer an incentive for creativity here. Push students to be innovative. I’m also wondering if you couldsay that every group was required to rehearse before presenting…The groups started to talk about what their skit would be like. You sat at the computer to takeattendance.At 3:21 you left the classroom because Julie was not in the room. Liz stated, “She went somewhere withMadeline.” What’s going on with Julie always being late/leaving? I would recommend pulling heraside at some point today/tomorrow to discuss what she is doing and why she feels she can do this. Ifyou ignore it, she might think she can keep doing it.Julie walked in with her bag on her shoulder at 3:22.At 3:23, you walked over to Dana’s group stating, “Here’s how this has been traditionally done.”You explained how different students held different signs and there were different movements. It’sawesome you are explaining here, but in order to get the best high quality skits, I would recommendmodeling your expectations to the whole class before they present. You could explain the ways theycould present their skits to make sure that it is ACTION by modeling it, as opposed to just saying it.At 3:25, Marco and Ian started to ask his group who was going to take on various roles.You said from your seat, “You guys have 5 more minutes.”Brandon was talking at his table, “We should write a whole song, right??”Their group started to play a song and come up with lyrics to their song.Dana and Marco and Alex were dancing. It seems like the groups have had ample time to work on theirskits right now…Brandon said, “Picture this we were both…”You bolted up from your desk and said, “OK, it’s time to present.” You walked in the hallway to get thegroup out of the hallway.At 3:30 you came back in and got the camera. Are we starting to present now or not?
  • 2. At 3:32, you said, “OK… eyes up here…anytime soon? You are done… you are ready to go… Hello?”“On a piece of paper, while you are watching the other skits, you are going to want to write this down.”You pulled up a chart you had made on the screen.Brandon, “What’s wrong Ms. Krause? You don’t want to give us any paper to write this down on?”Your response, “I don’t think it’s a very extensive amount of notes.” Did you want the students to keepthis in their notes, or are they turning this in?At 3:34, Group #2, “you guys are up first.”“If you have any confusion about what case they are… it’s on the screen.” Great addition here… Iremember how you modified this earlier this semester during the debates to clarify understanding.The first group started to sing… The kids were laughing and thoroughly engaged. Awesome! So gladyou are videotaping!When the group finished, the others started clapping.Ian, “Who won?”Alyssa, “The Supreme Court won.”You explained how the Supreme Court couldn’t win.“Does one or three want to volunteer, or are we pulling a popsicle stick?”Group 1 went to the front.When the group finished, you asked where the case came from.“The government can regulate interstate trade.”The third group went to the front.Julie, “Can you summarize that again? What happened?” After each group presents, rather thanimmediately ask them questions, I try to re-summarize what the students showed through action. Then,you can ask the whole class questions to check for understanding. That might help you prevent studentsfrom being slightly confused.Brandon’s group decided to present a rap…Alex, “I didn’t learn anything from this…”Brandon, “Ok, we’ll do it without the music?” It’s good that he did this! This is what you should do withthe groups after each presentation… explain first. Jan said, “So basically…” She broke down the events in the case.The class wrote down what they were saying.Dana, “I liked the enthusiasm!”
  • 3. At 3:46, you said, “Alright! So…”Alyssa, “Do we turn in our short answers?”Sonny asked you a question.“Alright… can I get your attention up here?”Alex, “Quiet!”“It’s not 4:05 yet. You know those questions… they are due at the end of class…most people scribbleddown an answer yesterday.” Oo yikes… I’m not sure you should encourage them to “scribble down ananswer…” I think you wanted the students to think in depth about the questions.Ian, “Do these have to be in depth? Or no, just scribble something down.”Your response, “No..”At 3:48, “Ok, we are not answering those questions right now, bc we have something else to do.Basically we just looked at three Supreme Court Cases...”You started the video clip. Could you encourage students to also write down important terms that theyhear? I have heard at least 10 terms you have introduced to them this semester. It would be a greatreview/recap for them before you ask questions about the meaning. Also… could they be writingsomething down here? Dry erase boards maybe?When the clip ended at 4:00, you started to ask students about the meaning of the clip… state vs.national control of immigration.Final Thoughts:The skit idea was a great way to get some kids’ attention and allow them to be creative. I could tell thatBrandon, Jose, Alyssa, Liz, and Kennedy really liked the activity. Also, I think the clip was a great way totie things together. Good terms in the clip were “concurrent” “Inherent” “powers” “delegated”“immigration” “Constitution” “supremacy” “federal.” Some thoughts I have are: Make sure you address the issue of students who are repetitively tardy immediately, but I prefer to talk after class about the issue with the student. You should show that you are willing to hear their reasoning, but are more concerned with what’s going on. Allow them to give an explanation, and then explain how you have certain standards, and encourage them to change their behavior. I would recommend having students summarize the court case before they leave, after they act, or for you personally to re-explain what occurred. Immediately jumping to questions only allows to check for understanding with the students in the group. You should make sure all students understand the case before moving to this point. I wouldn’t recommend that you encourage students to just “scribble something down” on their papers. This sends the message you are just giving them things that aren’t that important. I don’t think that this was your intent, but Ian’s comment reiterated that your instructions made
  • 4. him decide not to think “in-depth” about the question. Instead, he just wrote somethingquickly.Have students listen for important terms and also the meaning. It allows them to think aboutwhat they’ve learned and apply it.