Assignment: Classroom Observation 3Take in all of the information you can. Take notes so that you will be able to describe in some detail what you observed. This observation assignment should be submitted on blackboard 48 hours after you observe. It is expected that all observations be well-written using complete sentences and proper grammar.Your answers should be thorough and show depth of thought and careful observation.Date of observation: __April 7, 2016__ Time of observation: From _8:45am to _10:15am_Subject: ____Exponential Decay_____ Teacher: ___Mrs. Marvel__________1) Describe the lesson: What was the big idea? If you can break the lesson down into parts,please do so. How much time was spent on each part? The lesson was called “Amount of medication in your bloodstream”. It was over thetopic: exponential decay. To start the lesson off, Mrs. Marvel asked the students a coupleof questions about what they think happens to the medication that they receive in thebodies. The students gave various answers. As a class, they came to the conclusion thatthe medication never technically leaves the body, but the amount decreases over time.Marvel had the students get into groups of four and each group had a cup filled witheight ounces of water that represented their bloodstream. Mrs. Marvel walked around andput “medication” (food coloring) in each groups’ water. Then, one student from eachgroup poured the water into a disposal cup (which then went down the toilet aka thebucket in the room) and replaced the water that was just disposed with plain water. Thisrepresented the bloodstream filtering out medication at a rate of 25%. The students thendid this repeatedly until their water was clear again. One student in the group tookpictures with their iPads between every “pour”. This took about 20-25 minutes and it wasa great activity.“The Effective Teacher1. Addresses people by name.2. Says ‘please’ and ‘thank you.’3. Has a controlled, disarming smile.4. Is loving and caring, lovable and capable.” (p.77)Wong, H, & Wong, R. (2005). How to be an effective teacher the first days of school.Mountainview, CA: Harry K. Wong Publications, Inc.2) Describe how your teacher did or did not do any of the above actions. How did studentsreact?Ms. Marvel did a very good job of using the tools above. She was very consistent andthe students responded in a positive manner.3) In the classroom of an effective teacher, students know what they are to learn and do,expectations are clearly stated. What were the objectives for today’s lesson? (please stateif these were posted, stated, or if you had to guess.) Classify each objective according toBloom’s Taxonomy.The objective was “We will investigate exponential decay”. I think this fits under the“Analyzing (Critical Thinking): Breaking information into parts to explore understandingsand relationships” category in Bloom’s Taxonomy.4) Describe the process your mentor used in questioning. (question first or name first? Waittime? etc.) How did students respond?Mrs. Marvel asked the students questions as if they were just having a normalconversation, which was different, but it was extremely affective. She didn’t call onanyone, she talked to the class as a whole, and she typically asked “yes or no”questions. The students were excited to answer the questions and they were veryengaged, which helped lead into the activity.5) Describe how the teacher chose to call on students. Who answered the questions? Howmany times did the same student answer? Were there students who never answered?As stated above, Marvel didn’t really call on anyone. She talked to the class generallyand they all responded as a class.6) List at LEAST 3 questions about the content that your mentor asked. Classify each questionas open or closed and classify according to Bloom’s Taxonomy level.- “Who in here has taken medication before?” - closed- “Does medication that enters your bloodstream stay there forever?” – closed- “How much medication leaves your body?” – openI think all of these all go under the “Remembering: Recalling information” category inBloom’s Taxonomy.Think about what you have learned about adolescent brains from the videos and reading.7) Describe any observations of students connected to brain development. Please be specificin your connections.I noticed that some students would try to tell their fellow classmates that a certain actionthat they were about to do wasn’t a good decision. If someone was about to toss wateron another classmate, someone would say “Don’t do that. That’s not funny.” To me, thatwas an example of the students’ prefrontal cortex because it allowed the student torecognize inappropriate behavior.8) Describe any observations about teacher actions or classroom environment related to braindevelopment. Please be specific in describing how these are related.Ms. Marvel would always remind students about respecting each other and treating each other equally. I think that this goes with Emotional Spark in the acronym ESSENCE, because she wants the students to understand that they are all at the age where they are going through emotional and physical changes and it can be a very frustrating time. As a result, respect can help them all in this