Fieldwork Notes 07/11/13 Seating chart R J M JW N RH D

At the beginning of class, all students taking notes from PowerPoint slide After some (exact amount?) time, some students no longer taking notes but begin to take notes when T instructs them to J takes down all notes always writing very neat penmanship Note taking done for now T starts talking more Noticed that after done taking notes, as T talks more - J yawns a lot - J taps foot/moves foot and leg a lot - shifts in seat a lot - J yawns - J falling asleep - J looks back at clock At the end of class think-pair-share (noticed that all students talking/participating) Class participation (questions answered, asked, reading aloud): D M R D D R R R R D J RH D D R RH RH RH RH (reading) RH (reading) D (reading) J (reading) D

Lab time run by UPenn PhD students forensics lab (what is the unknown substance? How do you use scientific observation to form hypothesizes and make educated guesses about the unknown crime scene white powder found? Use observations and compare to known substances) students have lots of questions at the start of the lab (good to get students excited about what they are learning in their classes!) Grad students in charge of lab begin with background on their research interests use lots of technical terms to describe their personal research and they try to tie it to the current activity Students start to become more disengaged (?) talking to each other, looking out window, falling asleep (Disengaged because they can not follow? Information outside of ZPD? Could the grad students have used the time in a more productive manner? Make sure the lesson is appropriate for the high school students level reinforce previously learned concepts atoms, helices, cofactors, ions, proteins) Notice that J speaks very loud when interacting with peers; much more quiet, reserved when speaking to me or other adults Very neat notes, neat and organized and specific laboratory recording Took charge of experiment, but did give other lab mates a chance when instructed to by adult Quickly/easily got frustrated with 2 other lab partners Mentioned that last year the program was better: - a lot more students going into senior year - upcoming seniors didnt play as much; can not get as much done with immature students - more activities last year; activities were more fun too

planning on attending college (NOT in Philly) favorite subject is history (why not science and/or math?) went to --------------, now going to --------------mentioned that other students in the program (from different school) DONT have science lab (How does she know this if she is not a student there?) Questions I have: - Does she do her homework? - Does she have anyone at home to help/to tell her to do it? - Does she like school? - Why is history her favorite subject? - Why doesnt she like science and math? - Why does she come to Upward Bounds? - When does she plan on taking the SAT? - When does she plan on applying to college? - Did anyone in her family go to college? - What type of college does she want to go to? - Does she have anyone to help her apply to college? o Family with experience? o Guidance counselors at school? If so, does she know who they are? - Does she do any after school activities? - What are her hobbies/interests besides school