Observation Notes, Wednesday, September 17, 2014

EDU 1802 Fatema Alawadi

11:00, room B214
Fatema was in the room before class started, having informal
conversations with students
Began class on time, at 11:00 inquired about the homework and ease
Morning routine- asking students to identify and write the board (date,
class) Attendance taken at 11:03
Asked class feedback for displaying student points (management system)
students were able to give feedback and a decision was made together.
Continuing lesson from last session oral review with students, used name
cards to build familiarity with students
Inquiry Based Learning (IBL)
Together, Fatema and the students built the learning outcomes of the
lesson (Today we are going to continue with IBL).
Turn homework upside- down, and get a piece of paper out small quiz
(high five signal to show readiness). Gave oral directions to students (read
through each question once, slowly and pronunciated each word clearly.
True/False style quiz- student were able to hear the questions once and
recorded their answers on paper, either true or false.
Active discussion regarding a reading article, clearly moving around the
groups, monitoring work and checking for understanding in reading
groups shared answers/findings on the board based on teacher direction.
Students were actively participating in the discussion reviewing the
reading material/information from the last class. Fatema takes care to
make sure that each group is contributing- able to manage large group
informal discussion well done.
When students encountered a word that had unclear meaning
(synthesize), Fatema had students research the word independently and
then construct a meaning together as a class.
Fatema utilized BbLearn, week two concepts: IBL, Benefits of IBL, process
skills video. Then students will transfer knowledge from the BbLearn
documents, and then create a IBL learning cube. Fatema gave clear, direct
instructions, had students restate the directions for clear understanding
about the task, and then clarified the directions a third time. Excellent
instruction giving skills very clear and concise instructions. Brought all
required materials to class provided all resources for students. Gave
students 15 to complete the task (watch a video, take notes and transfer

knowledge, and then create a IBL learning cube (dice with scenarios on it).
All students were engaged in watching the video, taking notes, creating
the dice.

Personal Reflection of the Lesson:

Fatema has a wonderful presence in the classroom. It is clear that she has
spent time developing a relationship with the students, and she is able to
have a very effective dialog with students as a result. She is a positive
presence in the classroom, and provides clear and direct instructions.
Students were clear about what was expected of them, about how to
participate, and about how to successfully engage in the coursework
during the lesson.
While the lesson was a topic that could have resulted in a dry, lecture
based lesson, Fatema used active learning processes (constructivism) to
have students search for understanding themselves, taking an active role
in their learning. Fatema served as a mentor during the lesson, providing
clarification when required, but allowed students ample time and space to
learn the concepts through partner based discovery. Students were taking
ownership of their learning, making the experience more meaningful.
Fatema is not a stranger to teaching, and it is clear that she employs
many strategies that allow her to conduct classes in a positive
environment. As her mentor in the 170@17 program, I find it very difficult
to find any particular element of this lesson that requires my assistance or
intervention. She is confident, knowledgeable, and highly engaging. She
was constantly moving during this entire lesson, checking in with each
student, observing progress within the lesson, and presenting helpful
suggestions when required. I was very impressed, and believe that this
contributes to the open and dynamic learning environment within the
classroom.
Personally, I would like to employ her strategy of checking in with each
and every student while they are working independently. In my own
practice, I find that I check in with the students sitting in the front of the
room, along with the students who I have identified as needing assistance,
often missing about of the students who are working well, but could still
benefit from me checking in, if for nothing other than relationship building.
I appreciate that building the relationship with the students allows for a
more active and engaging classroom environment.
After doing this observation, I am extremely confident in Fatemas abilities
in teaching this course. I dont believe that she is going to require heavy
mentorship, rather simple colleague conversations and advice as needed.
I look forward to sitting in her courses in the future, to see further

examples of her teaching ability and her contributions to the learning

environment here at HCT.