Namedatedaniel Robisonenglish I1 This Is An English I Class In High ✓ Solved

Name: Date: Daniel Robison English I 1. This is an English I class in high school being taught by Daniel Robison. He is preparing students for the state exam - the End of Course Exam. Most of the lesson will be focused on the writing portion of the exam. Scores on the exam range from a 0 (no credit) to a 4 (the highest score).

2. How did the teacher communicate the purpose of the lesson? 3. Mr. Robison told the students they were going to work on preparing for the state exam.

He told them different portions of the exam and they were first going to work on the writing portion of the exam. He then told them they were going to focus on brainstorming as a way to plan what they were going to write. Listen how he uses the strategy of 'think aloud' to model how to brainstorm. And did you just hear him remind students to write notes as he was wiring notes. This was a way to get one or more students on task.

He quickly looked up from his own writing, saw students not taking notes and reminded them to get on task without stopping the lesson. Reflect on the "think aloud" strategy. How does this help students? Reflect. Think of other ways you can use this strategy.

Reflect. 4. Reflect for a few minutes on the atmosphere and climate of this classroom. How would you feel sitting in this classroom? 5.

It appears students are relaxed but alert during this lesson. Students are asking questions as needed. Mr. Robison's tone is one of respect and kindness. He is spending time helping students think through a sample writing prompt for the state exam so students know he wants them to do well.

He also told some personal stories which allows students to see his 'human side' and helps students relate to him better. What else do you notice and why is it significant? Now watch as Mr. Robison transitions to the next part of the lesson. Listen to how he ( 1/26/2017 ) ( PlayPosit ) ( https:// /2 ) gives students choice in how they work on the independent practice and how he relates to the students.

6. You just heard Mr. Robison admit he made a mistake and how he made it right for a student. This is very powerful and helps to establish trust between student and teacher. Listen to the feedback he is giving students as he makes his way around the classroom.

Reflect on the type of feedback you observed and how it might have helped the students.The feedback is immediate, specific and after hearing the feedback, students know exactly what action to take with their brainstorming and planning. 7. Why did Mr. Robison stop the class to clarify the task? Reflect.

8. He likely saw something when he was conferencing with the students that told him he needed to add additional information and directions in order for students to be successful. This is why it is crucial for teachers to check for understanding during guided and independent practice. If a teacher does not check for understanding, students may proceed with a task and be doing it wrong and thereby practicing 'the wrong thing'. It is important to clarify misunderstanding as soon as possible.

Reflect. 9. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

Chicana/o/x Cinema Dr. Carrizal-Dukes Instructions: Journal assignment due by Saturday, Feb. 26th before midnight. Submit online through Blackboard. Journal must be typed, 12-point font, easy to read font, double-spaced.

Also, include your name at the top. Review the assigned articles: 1) “Notes on Chicano Cinema†(1980) by Jason C. Johansen and 2) "From Selena to Walkout an Interview with Moctesuma Esparza" (2009) by Kathryn F. Galà¡n. Also, review the short film clip “Baby Kake†(1984) by Harry Gamboa and the feature length film “A Better Life†(2011) by Chris Weitz.

This assignment is worth 5 points (5% of your final grade). Assignment: Discuss the following: 1) Identify and discuss (1) quote in "Notes on Chicano Cinema." Pick one quote from the article that stood out to you the most and discuss why it stood out to you. What is something new that you learned from this article? (worth 1 point) 2) Identify and discuss (1) new thing you learned about Moctesuma Esparza's role in making Chicanx films. (worth 1 point) 3) In the short film clip “Baby Kake,†the mom character is relieved when her baby dies. Why is she relieved? Describe her relationship with the father of the baby?

What is the meaning or message in this film? (worth 1 point) 4) In what ways is the film “A Better Life†a form of expressionism? Discuss at least (2) examples from the film to support your argument. (worth 2 points) You may list/number your responses to make it easier for grading. The journal needs to be at least 800 words total. Please include the word count at the end of your journal. CLASSROOM OBSERVATION: Daniel Robison is preparing students for the state End of Course exam in English I.

He utilizes several strategies to maintain student engagement; think-aloud, notetaking, brainstorming and student choice. TASK- View video and complete observation reflection Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection. *****RECORD YOUR ANSWERS ON THE ATTACHED DOCUMENT – OBSERVATIONAL REFLECTION >>>>> VIEW VIDEO HERE

Paper for above instructions

Observational Reflection on Daniel Robison’s English I Class

1. Purpose of the Lesson
Mr. Robison effectively communicated the purpose of the lesson by outlining his objectives clearly. He informed the students that they would be focusing on the writing portion of the state End-of-Course Exam and would be engaging in brainstorming as a means to prepare their writing. This direct communication set a clear expectation for the students, ensuring they understood the lesson's context (Wiggins & McTighe, 2005).
2. Think-Aloud Strategy
The "think-aloud" strategy employed by Mr. Robison proved beneficial to students’ understanding and engagement. By verbalizing his thought process, he modeled how to brainstorm effectively. This method serves not only to illustrate the mechanics of brainstorming but also encourages students to articulate their thoughts, making the process more relatable and accessible (Gambrell, 2011). In addition to brainstorming, "think-alouds" can be applied to reading comprehension and problem-solving, allowing students to see how experienced readers and problem solvers navigate challenges (Duke & Pearson, 2002).
3. Classroom Atmosphere
Observing the classroom environment, it was apparent that students were relaxed yet attentive. The reciprocal respect fostered by Mr. Robison’s tone and his willingness to share personal anecdotes contributed to a supportive learning atmosphere. Research shows that a positive emotional climate is pivotal for student engagement (Pianta et al., 2008). This environment not only promoted inquiry and open dialogue but also enhanced students’ comfort in expressing their thoughts during the lesson (Furrer & Skinner, 2003).
4. Student Engagement and Choice
Mr. Robison facilitated student autonomy by providing choice in how they would tackle their independent work. This strategy is instrumental as it promotes ownership of learning, allowing students to engage with the material in a way that resonates with them (Deci & Ryan, 2000). By relating to students personally, he established a rapport that encouraged them to be more active participants in their learning journey (Hattie, 2009).
5. The Power of Trust
When Mr. Robison admitted to a mistake and rectified it, he cultivated a climate of trust and mutual respect within the classroom. Such admissions reinforce the notion that learning is a journey marked by errors and corrections rather than a linear path to perfection (Pryor & Cross, 2009). The immediate and specific feedback he provided during classroom conferences allowed students to know precisely what steps to take next with their brainstorming and planning. This effective feedback approach aligns with best practices for enhancing student achievement by ensuring clarity in expectations and providing relevant guidance (Hattie & Timperley, 2007).
6. Clarifying Misunderstandings
When Mr. Robison paused the lesson to clarify tasks, he demonstrated acute attentiveness to his students' needs. Recognizing the signs of confusion, he ensured that all students had the necessary guidance to be successful in their independent work. Checking for understanding is a key aspect of effective teaching; neglecting to do so could result in students practicing misconceptions, which could hinder their learning (Rosenshine, 2012). This proactive approach is crucial for maintaining the learning quality and ensuring that all students are on the same page as the lesson progresses (Marzano, 2007).
7. Reflection and Improvement
Effective teachers, like Mr. Robison, routinely reflect on their teaching and the outcomes of lessons. During the reflection process, Mr. Robison analyzed what went well and what could be improved, enhancing his teaching practices for future lessons. This self-evaluation is a cornerstone of professional development and contributes to a teacher’s growth, ultimately benefiting students (Senge et al., 2012). Such reflective practices also inspire students to engage in their own self-reflection, fostering a deeper understanding of their learning processes (Schön, 1983).
Conclusion
Overall, Mr. Robison's English I class exemplifies effective teaching through clear communication, strategic engagement methods, and a supportive learning environment. His use of strategies such as "think-aloud," providing choice, and giving immediate feedback contributes significantly to student success. Moreover, his commitment to checking for understanding and reflecting on the lesson further enhances the learning experience. The evidence from this observational reflection highlights the importance of teacher-student relationships, classroom climate, and adaptive teaching strategies in fostering an effective educational experience.

References

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