Scenario 3CM. A teacher who teaches an interdisciplinary math-science elective decides to do an experiment on parabolic motion with her students. For this experiment, the students will be doing collaborative lab reports using Google docs while using an applet for the experiment. Mid-way through the block period, the science department chair walks into the teacher's classroom to check on the progress of the innovative lesson. The department chair notices that chaos has ensued in the classroom. Several students are using the data projector to show a student how to use the interactive applet. Other groups of students are sitting or laying on the floor typing on their laptops. Yet other students are drawing images on the whiteboard. Meanwhile, light disco music is playing the background. The teacher is walking around the room helping individual students. The department chair stays to watch the remaining part of the lesson. With 20 minutes remaining in the lesson, the teacher asks the students to return to their desks and to save their lab reports on Google docs. She then asks them to comment on her blog reflecting on what went well or not so well today in the lesson. The department chair gives her a poor informal observation and contacts the principal suggesting that he come observe the class.
From the point of view of your identity (card), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.
Scenario 3
Scenario 3CM. A teacher who teaches an interdisciplinary math-science elective decides to do an experiment on parabolic motion with her students. For this experiment, the students will be doing collaborative lab reports using Google docs while using an applet for the experiment. Mid-way through the block period, the science department chair walks into the teacher's classroom to check on the progress of the innovative lesson. The department chair notices that chaos has ensued in the classroom. Several students are using the data projector to show a student how to use the interactive applet. Other groups of students are sitting or laying on the floor typing on their laptops. Yet other students are drawing images on the whiteboard. Meanwhile, light disco music is playing the background. The teacher is walking around the room helping individual students. The department chair stays to watch the remaining part of the lesson. With 20 minutes remaining in the lesson, the teacher asks the students to return to their desks and to save their lab reports on Google docs. She then asks them to comment on her blog reflecting on what went well or not so well today in the lesson. The department chair gives her a poor informal observation and contacts the principal suggesting that he come observe the class.
From the point of view of your identity (card), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.