Laurie Mason Class Visitation January 29, 9th grade Biology, Period 1 Room 215, fixed desks facing

whiteboard At the start of the period students have their homework out, and Laurie circulates to check on the quality/quantity of their responses. Her announced plan is to cover certain pages regarding cell cycle; the class may get as far as mitosis but maybe not. Laurie notes that there is a test scheduled for next Thursday. Tomorrow is a lab, so tonights homework is to prep lab instructions. Interesting cultural aside: apparently, this very lab was being done in the opening scene of Twilight. The first thirty minutes of class will be devoted to homework review. While some students ask for clarifications, Laurie encourages the other students to pitch in during explanations. It is reassuring to see that students ask for deeper understanding, not just the right answer- - an excellent sign that Laurie has established a healthy learning environment. These thirty minutes offer a very traditional give and take, albeit spirited and inclusive. Everyone contributes (Laurie makes sure to include all by a system of labeled sticks that she picks from a Ziploc.) At 9:00 Laurie starts handing out materials regarding cell cycles. Once distributed, she leads them through the basic content. They begin by helping to identify that the picture before them is binary fission. On board: Laurie asks for the definition of mitosis. It is nuclear division that produces genetically identical cells. Next on board is the term asexual reproduction. Kids know how to define this as well. Then meiosis. In bringing students to attention Laurie uses the half-comic " I'm the Star, I'm the Star" until they quiet down. All in good fun and quite effective, true, but Laurie is the center of all activity throughout the class. While it works in todays lesson, I hope the routine is broken up from time to time, and not just in labs. At 9:10 class looks at a short video on the cell cycle. The handout mirrors the video information in outline form, and students take some notes as Laurie reviews the information with them on the board. Some considerations: students are well informed and assist Laurie throughout the class. Might they get to the board once in a while? Could students be assigned to direct at least a portion of these note-taking sessions? This class showcased Lauries expertise, her excellent rapport with students, and the degree to which students have learned the material. Looking for ways to change up content delivery will be a conversation for Laurie to have with her fellow Biology teachers in the months ahead. Von Rollenhagen Dean of Faculty