Tuesday, April 8th, 2014 Observation Notes- Stations Objective: SWBAT (Student will be able to) determine 2 most

needed areas to study for the RP3 benchmark. Goals: To have students self-identify their strengths and weaknesses when participating at each station so that they can complete a study plan for themselves in preparation for the Benchmarks. Background: There are six stations. Each station has a content subject. Students are encouraged to work together on the problems at each station.

Students will divide themselves evenly; 3-4 students at each station. They have six minutes to work efficiently on all problems while at each station. Groups: A. Michael, Quron, Destiny, Ariel B. Anthony, Ahnyia, Khadija C. Damaris, Tamarah, Michele, Sadee D. Robert, Thomas, Attalah E. Brandon, Derrick, Nashae F. Kayla, Zakia, Khaciah Group A at times were on-task or off-task depending on those who are in the group. For example, Michael and Quron were more off-task by talking about other topics that is non-math related. I had to continuously go to this group to make sure that they could stay on task. Group B stayed on task throughout all six stations. They positively helped one another out. At one of the stations, Anthony and Ahnyia waited for Khadija to finish a problem. The three of them made sure everyone was on board. The three of them worked the best out of all groups. I took several videos of them discussing problems with each other. It can been seen in their group that learning is happening by asking one another in the group a question and having at least one of them respond back. Additionally, when I was around, they would ask me questions and clarifications. Offering this kind of collaborative work in the classroom is another way to promote learning.

Group C worked effectively with each other. They communicated their thoughts and ideas with each other. They discussed their similarities and differences in ideas. Group D worked well with each other but at times would be off-task. While I walked around, they too would ask me questions regarding the problems at their stations. Group E were constantly off-task. They continuously talked about colleges. My site director also helped me by providing me feedback on what was happening in this group. Group F worked collaboratively. For a probability question, one student guided another student by explaining to her what the question is asking and showing her what has to be done to complete the problem. Overall, students chose their groups depending on their comfort level. I noticed that there was never an argument in terms how the groups had to be form. I had two students who came in late to class and they easily were able to join a group. Though it is hard to be present at every group, my classroom mentor gave me a suggestion as to how to monitor students. That is, to stand back and listen intently to what students are talking about.