Classroom+Dynamics

Learning Mathematics Together Project C

//Communication://

 * || Notes: ||
 * How are the learning goals communicated? ||  ||
 * How do individual students/teachers know the expectations of their role/task/responsibilities? ||  ||
 * What modes are used to communicate the instructions for the learning activity? ||  ||
 * Does the video link increase or decrease the opportunity for individual students to have questions addressed quickly and appropriately? ||  ||
 * How are the instructions assessed throughout an activity? ||  ||
 * How are the skills of the effective group work introduced and built upon? ||  ||

//Established Routines//

 * || Notes: ||
 * Was it necessary/desirable for the established routines at both sites to be identical? ||  ||
 * How are the materials/resources available and easily accessible for teachers and students to use? ||  ||
 * How are students immediately engaged? ||  ||

//Engaged Learners//

 * || Notes: ||
 * How are all the students engaged in each portion of a lesson? ||  ||
 * Which situations were students not engaged and the reason(s) why? ||  ||
 * Did the video link increase/decrease engagement? Do you think this effect will be sustained? ||  ||
 * What opportunities were provided for a variety of levels of thinking? ||  ||
 * What parts of the experience was relevant and of interest to the learners? //Responses to Behaviour// ||  ||
 * What techniques are used to manage student behaviour, discipline, late arrivals, etc in a way that minimizes disruption of instructional time for others? ||  ||
 * How was an instructor able to identify and respond to student ideas in the other class? ||  ||

//Alignment of Practices//

 * || Note: ||
 * What procedures and practices are consistent between the connecting classrooms? ||  ||

//Lesson Content/Goals//

 * || Notes: ||
 * What is the physical set-up of the classroom to optimize effectiveness of video conferencing? ||  ||
 * How are groups established? ||  ||
 * How do instructors switch from one class to the other? ||  ||
 * How does the set up support Differentiated Instruction? ||  ||

//Classroom Movement//

 * || Notes: ||
 * How does the arrangement of the classroom allow for quick student/teacher and student/student interactions? ||  ||
 * How are quick transitions executed amongst the connected classrooms? ||  ||
 * How are the materials/technology distributed and collected quickly? ||  ||

//Accommodation of Special Needs//

 * || Notes: ||
 * How are students with physical needs accommodated? ||  ||
 * How are learning preferences of students incorporated, where possible? ||  ||

//Know Students//

 * || Notes: ||
 * How do the students from the connecting classrooms get to know each other? ||  ||
 * How do the teachers from the connecting classrooms get to know each other? ||  ||
 * How do the students benefit from the interaction with both instructors? ||  ||

//Culture of Respect//

 * || Notes: ||
 * How are the classroom norms developed collaboratively with the students? ||  ||
 * How do the instructors share the tasks? Switch roles? ||  ||
 * How are the students asked for input/feedback? ||  ||