Nathan Woodward- Classroom Observation 02/25/2014

Period 2 - World Geography

24 Students in class
Classroom arranged in eight tables (not all full with students)

Objective Posted (On Canvas):
Students will apply their research skills and knowledge of geography learned in this unit to explore, map, and
graph various data points from Brazilian Favelas and Kowloon Walled City and be able to explain and illustrate
via graphing how geography affects demographics and socioeconomic status.

Time Students Teacher Questions/Comments
8:00am
Completed warm up activity using
their computers.
Identified students not in attendance

Warm up question:
What manmade and natural barriers
exist between the rich and poor in
cities?

3 students came in late

8:04am
Students shared their answers:
Walls, roads, rivers, gates,
mountains . . .
Asked several students
8:05am
Video Clip - examples of three types of
housing;

What do you see? - will discuss after
the clip is over

8:10am
Discussed as table groups what
they saw in the video clip.`

Most engaged in discussion - one
male student was completely
disengaged
Walked around and facilitated
discussion of the different table
groups

8:12am
Students shared their answers Called upon students to share their
responses; picked individual students

8:15am
Students discussed their answers
to the discussion question.
Discussion Question:
From studies yesterday, what
surprised you and didnt surprise you
from the clip.

Facilitated a discussion from the
discussion questions

8:17am
Answered the following questions
by writing a paragraph for each:
1. What is the geography (natural
and man-made) of Brazilian Favelas
and Kowloon Walled City?

2. What similarities/differences do
Restated objective of the Close
Examination Activities - posted in
Canvas.

you see to Pruitt-Igoe, Co-op City,
and your neighborhood?
3.Describe and chart the
socioeconomic status of each areas
inhabitants. This should include as
much of the following as you can
find: age, gender, ethnicity,
income, and anything else you can
find that is interesting.

8:19am
Three students were selected to
explain what the students will be
doing in class.

Students engaged in the writing of
the paragraphs
Asked students to restate the
expectations of the activity

Walked around the room answering
individual student questions and/or
challenging their thinking.
How will the students be evaluated?
Is there a rubric?
8:38am
Students got up and moved to

Discussed the content
Check in with student - understanding
of the content 2 or lower - meet with
anyone 3 or higher to share
information

Went from group to group to ask about
questions/misunderstandings
Nice job with the brain break
8:50am
Check in again fist of five - how much
was learned

Nice informal assessment strategy
8:51am
Students located the exit ticket and
completed it prior to leaving.
Instructed students to complete an
exit ticket - listed on Canvas with a text
box for submission right online


Anticipatory Set/Opening Activity Began with a warm up question - students wrote them down in
the notes
Classroom Environment Studious; professional
Student Behaviors Compliant, worked on completing the task assigned
Differentiation Techniques Restated objective; directions included on Canvas; had students
restate the expectations for the class period
Canvas Review Thoroughly used both for assignment of the lesson and for exit
ticket at the end of the lesson
Student/Teacher Interactions Respectful - teacher calls all students by last name (ex: Mr. Smith,
Ms. Johnson, etc)
Closure Activity Exit Ticket Question - posted in Canvas:
Has our study of urban geography changed your understanding of
Geography in general? Explain your answer.