Current Practice
The Pedagogical Effectiveness Category of the Pedagogical Practice Domain is a strong component of my current professional/teaching practice with a few areas for improvement.
Below are brief descriptions of the indicators in this category with specific examples of how they are consistent elements of my teaching practice.
(1) begins class sessions with a clear statement about the lesson’s objectives and place in the progression of course
In Scientific Thinking 1 I begin every class period with a clear statement about the lesson’s objectives and place in the progression of the course (Artifact Ped-14). Two class observations corroborate this (Artifact Ped-1). When Terry Macaluso visited my class, she noted that there was a “clear agenda on the board.” Similarly, when Sam Uzwack visited, he noted: “The agenda is on the board. After the mindful minute, the agenda was reviewed.”
In Scientific Thinking 1, this is easy for me to do because I have been consistently in the same classroom and have a dedicated space for writing the schedule on the board. For Environmental Practices-8, I typically give a verbal synopsis of where we’ve come from and where we’re going with additional information scattered throughout each day’s lesson in this regard (Artifact Ped-15), but I haven’t pursued finding a dedicated space on which to write a schedule for each class period. I have taught Environmental Practices-8 in four different classrooms and this inconsistency is likely why I haven’t pursued this yet.
I am adept at explaining lesson objectives and place in the progression of the course on the fly as well. Anne Duffy commented on my ability to do this at the first meeting of the 6th and 10th graders during their collaboration: “Krissy set a good tone to both 6th and 10th graders of the purpose of the lesson and continued collaboration. She explained the project well so that the 10th graders could jump right in to help the 6th graders even with this being their initial exposure to the project” (Artifact Ped-1).
(2) designs and implements varied activities in each class period
I mentioned previously that when I started teaching at EPS, my strategy was to use the activities that my predecessors used when they taught the courses before me. I have both added and dropped activities as time has gone on. For Scientific Thinking 1, activities include lab work (both following existing procedures and students creating their own procedures), reading and answering questions from a book, taking notes, class discussions, watching videos, giving presentations, and creating a poster, among others. For this class, I typically use a few different types of activities during each class period because I find that 6th graders prefer varied activities that get them moving around (see Artifact Ped-2; all videos are from the same class period and show a variety of activities taking place in a single class period). I have not actually examined, however, if I am providing a good balance of activities during every single class period. My gut feeling is that my current lineup of activities could use further examination and tweaking to meet this need.
For Environmental Practices-8, activities and assignments include written assignments, class discussions, film watching, conducting research, creating a video, creating a presentation, and a class TELA discussion. Compared with Scientific Thinking 1, for this class I use less variation in activities per class period. My typical approach is to start the class off with an introduction (sometimes an activity, sometimes direct instruction) and then give the students an assignment to work on independently or in groups for the rest of the class period. Because much of this class is project based, I have a significant number of work periods built to accommodate these projects. This seems to work well for 8th graders because they enjoy the independence. I also think it’s useful for them to develop their time management skills in the context of a pass/no pass class. They get to practice and the stakes are low.
Three of my feedback team members commented on my ability to design and implement varied activities in each class period below (Artifact Ped-1). Most of them indicate that I’m doing a good job. The last quote indicates some areas for improvement.
- “Demonstration in lieu of lab for safety reasons; multiple activities occurring so that nobody is idle at any time during the class even as Krissy is doing the demo for a small group.”
- “activity changed at least 4 times.”
- “Krissy planned for groups of 6th graders to get help from 10th graders regardless of which stage they were in the process. As a result, Krissy had two/three stations where kids were practicing their presentation, one station for kids who were putting together their PowerPoint and one station for kids still finalizing their research.”
- “First 20 minutes was a review of the rubric, as well as the presentation piece, plus a video on “Tips for a Good PowerPoint Presentation”. There were three different items in this time, but the mode was similar (e.g. large group Q&A, and listening as the prime activity). Once the video was over, you conducted a processing activity to capture the salient points from the video. LOTS OF HANDS IN THE AIR! This might be something the students could be taking notes on, as it would not only capture the activity, but be a focusing activity. 35 minutes in, still in the same mode. 10:12am, now moving to work time, on the PowerPoint presentation. You are walking around, checking in with each student as they work. You have also offered a break through a “breath of fresh air”, but only if needed.”
(3) brings each activity to closure effectively and transitions intentionally to subsequent activities
Bringing each activity to closure effectively and transitioning intentionally to subsequent activities is a consistent element of my current teaching practice. Transitioning between activities typically starts with a verbal prompt from me where I attempt to bring closure followed by some time for students to make the transition.
Observations by my PDP feedback team (Artifact Ped-1) supported my ability to do this. When Terry Macaluso visited my class, she noted that “each segment is complete.” When Sam Uzwack visited, he noted: “transitions are smooth, expedient, and calm.”
Artifact Ped-2: Video 1 shows almost an entire transition for Scientific Thinking students. During this transition, I had just finished reviewing the agenda on the board and asked students to get out their computers. As you can see from the video, the transition is quick, smooth, and provides students a short break to interact with each other.
I have developed two staple activities that provide students with opportunities to bring closure and transition intentionally. The first I call “Mindful Minute.” At the beginning of each class period for both of my classes, I turn off all the lights, strike a bell and give students one minute of silence to put the activities of the previous period and passing period behind them and get ready to focus on new material (Artifact Ped-2, Video 2: Mindful minute). Students typically stay in their seats during this time, but I encourage anyone who would like to stand during this segment to do so. Some students will stretch or do yoga or even just wiggle around. During EPSRemote, I changed the focus of this transition to be about engaging the physical body after sitting at the computer and called it “Mindful Movement.” The other activity I have developed to bring closure I call “A Breath of Fresh Air.” As students finish with independent or group work, I encourage (sometimes require) them to go outside and take a few minutes to walk around or take some deep breaths before beginning the next activity. This provides a short break enabling students to refocus more quickly when they return to class.
(4) ensures that students are using technological tools effectively
Ensuring that students are using technological tools effectively is a consistent element of my current teaching practice. I pay particular attention to students being on task with their computers because although I’m learning to appreciate that it’s natural for them to go off task, I find it disrespectful. I had a minor obsession with the Dyno computer program my first year at EPS when I figured out I could monitor students who were repeatedly off task and shut their programs down when I wanted. Students in that year’s 6th grade class were above average in their inability to focus, however. My second year at EPS, I’ve found students to be more on task with their computers and that’s fortunate because the tech office did not renew EPS’s subscription to Dyno.
This year in Scientific Thinking 1, I have a responsible action expectation that students not turn their computers on in the classroom during passing periods. I told students that if they want to hang out in the science classroom, they can engage with each other in person.
Observations by my feedback team members (Artifact Ped-1) supported my ability to ensure students are using technological tools effectively as follows:
- “very deliberate with tool use”
- “Krissy mentioned during the class that this group has a higher level of responsibility when using tech than past groups. She monitors the class from the back of the room as they work on their machines” (see also photo of this in Artifact Ped-1).
- “The students were supported in their use of technology from research, PowerPoint and presenting.”
Another way I ensure that students use technological tools effectively is to make sure they know how to use computer programs before I assign work in them for class. For example, for a graphing assignment in Scientific Thinking 1, even though some students were familiar with this already, I reviewed how to put lines of three different data sets on the same graph (Artifact Ped-16).
(5) concludes class with a summary and clear tie-in to the next class
Concluding class with a summary and clear tie-in to the next class is a consistent element of my current teaching practice. At the end of each period, I typically give a brief verbal synopsis of what students have accomplished and where we’re going in future classes. This is pretty informal and I usually do this on the fly.
Observations by my feedback team members (Artifact Ped-1) supported my ability to conclude class with a summary and clear tie-in to the next class as follows:
- “concludes deliberately with reminder about what comes next”
- “Did not observe (had to leave class early…sorry!) But from past experience, this is quite well done.”
- “Krissy gives a brief positive celebration of presenters, reminds students of homework for upcoming class, kids file out.”
Although spontaneously it appears that I do this well already, I could be more intentional and have this information prepared ahead of time for each class.
Future Practice
I would like to do the following in order to improve my teaching practice in the Pedagogical Effectiveness category:
- Examine the daily schedules for each of my two classes to make sure there is sufficient variation for each class based on age group. Consult with Head of Middle School on this and make changes as appropriate.
- Examine the daily schedules for each of my two classes to make sure I end each period with a summary and clear tie-in to the next class.