Direction Part #1
Teachers play an important role in passing knowledge and improving the level of understanding of students. I managed to observe a teacher in the classroom, teaching students and at the same time conducting an assessment to determine the student’s level of understanding. The assessment enabled the teacher to repeat some concepts the students did not understand. During this class, I sat somewhere amidst students pretending to be part of the students. I ensured that my presence in the classroom would not create fear and discomfort for the students. I additionally assured the teacher that the process was directed towards improving learning techniques.
The teacher was covering a topic on the circulatory system. The initial observation showed that this was a continuation of a previous class on the same topic. The teacher had visual aids like charts and an animated circulatory system projected on a screen. The teacher explicitly discussed the various functions of the heart, the roles of the arteries and veins, and the reasons for variances in veins and arteries. At first, the teacher introduced these concepts to the class using visual aids to reiterate information. The animation was additionally used to display how the veins, arteries, and the heart pumped blood. The teacher’s approach was practical, allowing the students to relate how the heart functioned. The teacher then asked the students to feel the heartbeat in their chests to convince them that the pulse was caused by the heart’s pumping blood to other organs.
The instruction session took 25 minutes at most, after which the teacher allowed the students to have small discussions for about five minutes. The teacher then allowed students to ask questions about what they had learned. James raised the first question to the teacher, seeking to understand why the arteries were narrower than the veins. The response from the teacher to the student was that arteries pump blood outside the heart to body organs. The blood is rich in oxygen and must flow quickly to different body organs. Body organs are located in different body parts, and a force is required to pump blood, which is made possible by narrow arteries. Veins move blood back to the heart and are wide enough to move as much blood as possible. Another student raised a question on the presence of valves in veins. The teacher responded to students that valves prevented backflow of blood since veins move blood slowly. The class was quite impressive as most students raised their hands, seeking permission to ask questions. John asked the teacher why they felt pulses in other body parts, such as the hand. The teacher responded to students that pulses are signals felt because of the heart pumping blood.
After answering the students’ questions, the teacher took time to assess their understanding of the students. He posed the first question of why veins have valves, unlike arteries. The class was a bit quiet before five students raised their hands to answer the question. Charity responded that it was because they were wide. Other students seemed to have disagreed, and the teacher allowed Emily to answer. Emily responded that veins are large and require valves to prevent backflow of blood to the organs. The teacher applauded the student for her great efforts. The teacher asked another question about the types of arteries and veins in the circulatory system. Andrew responded to the question by naming all the types, and the whole class clapped and applauded him for the correct answer. As the class ended, the teacher issued an assignment that could guide the students to understand the heart’s functioning better.
At the end of the class, I followed the teacher, who allowed me to conduct my interview. At first, I congratulated him for his excellent teaching skills that ensured that students understood the topic and enjoyed the learning experience. I asked the first question on the importance of assessing students. The teacher responded that assessment allows him to determine if the students understand the concepts. It also helps him identify areas that should be reviewed to ensure students are on the same level. The second question to the teacher was to find out what he enjoyed most about assessing students. The teacher responded that student assessment provided a personal interaction, improving the teacher-student relationship. The teacher noted, “There are students who come looking for me with questions they could not ask in class.” The last question was the difficulties faced in student assessment. The teacher responded that the different personalities of students make it hard to conduct the assessment. Some students choose to be silent about whom it becomes hard to persuade these students to raise issues. Diversity additionally works against students from different backgrounds.
Direction Part #2
The two Vignettes present an overview of teaching approaches instructors use in class. In the first Vignette, the teacher is doing great in the manner in which she introduces the topic to students. The choice of using visual aids helps to improve the students’ understanding. The assessment method used by the teacher helps her gauge the students’ understanding. The teacher first assesses the students’ knowledge by asking them to note whether the pictures are plants. The assessment allows the teacher to understand the students’ prior knowledge. Ms. Lebron then introduces the goals of learning the topic by briefly explaining the functions of the different parts before issuing group tasks to be completed by students. The next day, she reviews each assignment and issues feedback on the areas students find difficult. In this case, the teacher observed some formative assessment characteristics by issuing evidence-based feedback. She additionally managed to create a good relationship with the students. She communicated the learning goals by informing the students that understanding photosynthesis was important (McMillan, 2014).
In the second Vignette, Ms. Sabrent uses a different approach to learning. She initially narrates a solar system story and then shows students a picture. She then goes ahead to ask the students to draw the solar system. She hurriedly describes each planet and Earth’s rotation around the sun. Her first assessment involves asking students questions about the largest planet. When one student fails, she tells him to “try again” something that puzzles the student. The teacher gives a student who answers the question a warm look response. The teacher asks students unique questions but fails to provide answers. She goes ahead to issue homework without issuing feedback. The assessment techniques of this teacher do not conform to those of formative assessment (McMillan, 2014).
The main similarity between the two assessment approaches is the use of visual aids to enhance understanding. Both teachers use diagrams, which allow students to better understand the issue. Both teachers ask questions in class to ascertain students’ understanding. They use the feedback from the students to review areas of misunderstanding.
There are unique differences in the manner in which assessments are conducted in the two classes. In Vignette 1, Ms. Lebron establishes friendly relationships with the students. The students can interact freely with the teacher. This does not happen in Vignette 2, where the teacher does not care about establishing good relationships with the students. She is rude to the students, which creates fear among students. Ms. Sabrent does not issue feedback on student assessments. She puts checkmarks in students’ worksheets without reviewing areas in which students face challenges. Ms. Lebron, on the other hand, adopts the formative assessment technique of issuing feedback on student assignments before proceeding to the next area of discussion (McMillan, 2014).
For the first class, the assessment approaches used by Ms. Lebron are exemplary. She should continue conducting her classes this way since the feedback issued to students helps them improve their understanding. The second class, which is run by Ms. Sabrent, must implement a few changes. The teacher must develop a good relationship with students to make the class lively. She additionally needs to adopt evidence-based feedback to enable the students to know their weak areas and put more effort toward understanding (McMillan, 2014).
References
McMillan, J. H. (2014). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 6th. Boston: Pearson.
