You need to watch and pick a video and write Fieldwork Observation
4 classrooms, shorter videos, **need to look for the math
Fieldwork Observation Protocol
Format for Observations
Your Name: Date of Observation:
Topic of Lesson: School/Grade:
I. Brief summary of the lesson you observe: In order to understand your responses to the observation assignment, I need to know what took place in the classroom during the math activity or lesson. Your summary should include just the highlights of the lesson and be coherent enough to give someone who was not there with you a clear understanding of what took place.
II. Respond to all Observation Guideline prompts: All responses should be based on classroom evidence. In some cases your answers might be negative. For example, the lesson context might not encourage the asking of questions, etc. You should explain this and also describe, what does get encouraged. Be as descriptive as possible when addressing each part of the assignment even if you would teach the lesson differently.
III. Reflect on the observation experience: What was it like being in a math class/math lesson? Is it what you expected? Did you understand the content? What are your suggestions for improvement?
How to do it!
Observation 1: Nature of the Content
Mathematics is an exciting and dynamic area of study that offers children the chance to use the power of their minds. It is essential that teachers engage children in tasks that exemplify the beauty and usefulness of mathematics. The purpose of this observation is not to judge the lesson/activity you observe. It is designed to sensitize you to the messages children are receiving about what mathematics is and what is of importance to learn.
I. Write a brief summary of the lesson you observe:
In order to understand your responses to the observation assignment, I need to know what took place in the classroom during the math activity or lesson. Your summary should include just the highlights of the lesson and be coherent enough to give someone who was not there with you a clear understanding of what took place.
II. Respond to all Observation Guideline prompts:
A. Observe the mathematical content of the lesson.
a. Explain whether the content was focused on the procedural fluency, conceptual understanding, or problem solving. (Please note that problem solving refers to using mathematical knowledge in a new or unique way, not simply repeating procedures provided by the teacher and persevering when the problem seems difficult.)
b. Describe whether the content as presented required the students to reason abstractly and/or quantitatively. Describe whether students were expected to look for and make use of the structure of the mathematics.
c. In what way did the content exemplify how mathematics is used to model real life problems? Describe whether the real-life context was authentic or contrived.
B. Observe the use of mathematical representations in the lesson.
a. Examine the accuracy of the content. Record and correct any mathematical errors, misconceptions, or misrepresentations you observed.
b. Describe the mathematical language and symbols that were used in the lesson. In what way were the children encouraged to use proper mathematical language?
c. Describe the mathematical tools that were used to represent the mathematical concepts. (e.g., pencil, paper, concrete models, counters, computer). In what ways did these tools help students explore and deepen their understanding of the concepts? Which other tools do you think could have been used more effectively? Explain.
C. Observe how the teacher helped the students appreciate the value of mathematics. One important goal for students is that they learn to value mathematics (National Council of Teachers of Mathematics [NCTM], 1989, 2000). When teachers believe in and understand the value of mathematics, they can teach in a way that reveals some of the following aspects of the mature of mathematics: Mathematics helps us to understand our environment. Mathematics is the language of science. Mathematics is the study of patterns. Mathematics is a system of abstract ideas.
a. Describe each time that the teacher explicitly pointed out the value of the mathematics the students were learning. For example, the teacher said, The problem shows how patterns can help us to understand the world around us.)
b. Discuss other opportunities the teacher could have used to get the students to appreciate and understand the value of the mathematics they were studying.
III. Reflect on the observation experience:
Based on this observation, make suggestions for improvement and conjectures regarding the teachers knowledge of mathematics, his or her beliefs about the nature of mathematics and her or his goals for what the students should learn about mathematics.