Observations [s=student, t=teacher]
Time
Codes: S1= Student 1, S2= Student 2, S3= Student 3
9:50 AM
T- Compliments S for using Science vocab
S1 , S2- S1 working on questions. S1 reading to S2 S2- Which lab?
S1- photosynthesis happens
S2- I got this (opens notebook) S2- What did you get?
10:00
S1- What ever cellular respiration makes, photosynthesis makes, and we make.
10:05
T- Going over questions to review
T- Starts facilitating sharing Hypothesis S3- Light= blue, Dark= yellow
T- Results with some variations. Review claim- what happens? What did you notice? What did you get conceptually?
7-‐8 minutes
S1- Claim- put it in the light btb changed. In the dark it did not change. S2- Evidence
S1- Evidence
S2-‐In the light yellow before and after still yellow. In the Dark it was yellow before and blue after.
S1- you done?
S3- Was the one in the light blue? S3- What was the reason?
S2- I was spacing out.
S1- Think of reasoning
S3- Photosynthesis happens with light S3- (opens his notebook)
S1- Why did the color change?
S3- The light!
Notes:
• Add to data table- Change of color
• A sample set of the test tubes
• What are the misconceptions?
• Maybe scaffold group discussions
• Observed several hands up and some not picked
Focus your notes on observations rather than opinions and inferences. It may be helpful to jot down thoughts or questions that arise during the observation in a separate section, but the main focus should be on collecting data of observable student behavior and talk that relate to the student development and learning goals.
Use a seating chart to help facilitate your note-‐taking. The seating chart includes: