SED 406 Observation # 4

SED 406 Ovservation #4

11.      I think that the objective of this class was …The student will be able to explain how Stalin ruled the Soviet Union through the use of terror.

22.      It is at the level of Comprehension on Bloom’s Taxonomy.

33.      I would assess this lesson with a 10 question multiple choice quiz

1 What was the system of labor camps called in the Soviet Union?

a.       Prison

b.      Concentration Camps

c.       Gulag

d.      The Labor Camp

2 Which of the following was NOT a method used by the secret police to spy on people

a.       Opening mail

b.      Planting listening devices

c.       Listing to privet conversations

d.      Interrogation

3 What year did Stalin launch the Great Purge?

a.       1934

b.      1925

c.       1930

d.      1941

4 Approximately how many people were executed or sent to the Gulag during the Great Purge?

a.       6 million

b.      2 million

c.       4 million

d.      9 million

5 What was the official state religion or policy on religion during the Soviet Union?

a.       Muslin

b.      Russian Orthodox

c.       Atheism

d.      Catholicism

6 Approximately what was the percentage of the military officers purged by Stalin?

a.       1/4

b.      1/8

c.       1/3

d.      1/2

7 What happened to the priests of the Russian Orthodox Church?

a.       They were persecuted

b.      They were honored

c.       They were deported to Rome

d.      They were given elite status

8 Who was considered the elite of Soviet Society?

a.       The workers

b.      The peasants

c.       The party officials

d.      The priests

9 How did the standard of living in the Soviet Union compare with that in the West?

a.       It was much higher

b.      It was the same

c.       It was slightly higher

d.      It was below

10 What would always be a problem in the Soviet Union?

a.       Education

b.      Adequate Housing

c.       Health Care Costs

d.      Access to Universities

Answers: 1. C. 2. D. 3. A. 4. C. 5. C. 6. D. 7. A. 8. C. 9. D. 10. B.

SED 406 Observation #3

SED 406 Observation #3

            This observation occurred in an Advanced Placement classroom at the high school in Providence that I went to do observations in.  The teacher Mrs. H stood at the door and greeted the students as they entered the classroom.  As soon as they entered the students each went to the folder bins at the front of the class and collected their folders.  They then found their seats and had discussions amongst themselves until the class started. 

            When class started, the teacher discussed the DO NOW she had posted on the board.  This particular one was not normal in its execution.  She explained that she had heard this question on the radio that morning and wanted to know if her students could answer it because the radio personality could not even though the woman said she had taken AP History.  She revealed the question and the students went to work answering it in their DO NOW packets.  She walked around to check the answers.  Once the majority was done, she had them discuss the answer, which she was happy to see they all got correct.  Mrs. H did not require the students to raise their hands in this discussion but allowed them to call out their answers and discuss amongst themselves.

            Once this was complete, Mrs. H began the lesion.  The students would be learning about what Federalists felt about the Louisiana Purchase and would be examining primary source documents to learn why the Federalists were opposed to it.  The teacher began with using an overhead projector to give background notes on the topic.  The students were allowed to move closer to the front of the room to see better the timeline she projected.  This was done without any fuss, in such a manner as if it was an everyday occurrence. 

            As the teacher lectured on the timeline, the class listened quietly and took down notes.  As she is lecturing the teacher noticed one student wearing a hood and she walks over to him and privately reminds him that it against the rules and asks him to put the hood down, which he does right away.  Once the lecture is done, and the students receive the documents that they will be reviewing, they work in peers to complete the in class assignment.

            As the students work the teacher keeps the groups on track by checking in with them.  She is also taking this time to check that the homework from the day before has been completed.  One group that was socializing instead of working immediately began to work when she walked up to them and asked how they were doing on the assignment.

            Although the teacher did not take attendance, she was able to see who was there by the use of the folders.  As the students had entered the class, they retrieved their folders the absent student’s folders were still in the holder.  The teacher was also able to place the day’s assignment inside the folders of the absent students.  This system was organized and enabled the teacher to ensure that absent students would have the material they missed. 

            The school and classroom rules were all posted on the walls of the room and the class only required minimal reminders to follow the rules.  This teacher had the respect of her class and she treated the students with respect as well.  This led to a well-managed classroom where there was a minimum of distractions allowing for the most time available to be in class work.  A well-managed classroom will lead to the maximization of learning time and mutual respect between the teacher and the students will help with the management.

Microteaching II

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