1-1+Math+Reflection

=**Before we begin the reflection session**=
 * Download and save SECTION IV on the NC Teacher Evaluation Rubric: [[file:NC Teacher Evaluation Rubric Section IV.pdf]]
 * When completing the rubric, consider the scenario solely as it occurred. If a topic was not observed, it is alright to mark this on the rubric.
 * To save this to your desktop, right-click on the file and click "Save Link As".
 * For more information about what would occur before and after the lesson since the Immersion was only a snapshot into a class, please review the Immersion Overview Page

=__Reflection Part 1: From the Perspective of Yourself as Student and as Teacher (40 minutes)__= Take 10 minutes to answer the following questions and read through other participants' postings. We will then take time to delve into each of these questions in whole group discussion.
 * 1) How is this classroom experience similar or different from what I have experienced and/or observed?
 * 2) What do you think will excite and concern students, teachers, and administrators about learning and teaching in this environment?
 * 3) How can you support students, teachers, and other administrators as they work towards learning and teaching in this environment?

=__Reflection Part 2: From the Perspective of the Observation (40 minutes)__= __**Small group Discussion**__ __**Whole group discussion**__
 * For 20 minutes, get in groups of three and compare how you filled out SECTION IV.
 * Discuss how you filled out each bullet of Section IV and why.
 * Come to a consensus for each bullet, marking all boxes that apply.
 * Chose one person from your group to fill out the following form during your discussion: Click here!
 * **NOTE**: Observers may listen to the small group discussions, but they SHOULD NOT provide any input. These results are specifically from those that participated in the Immersion.
 * Let's explore how the observers of the lesson and the groups completed SECTION IV. Click here to see the comparison
 * Why might there be differences in how different groups and observers marked the bullets?
 * How does this influence what we may need to do to accurately capture what is occurring in technology-enhanced classrooms?
 * How can we better help teachers navigate what is expected when we observe technology-enhanced classrooms?