Week 7 Focused Observation: Learning Intentions, HLPs & Instructional Strategies that Support Learning Interactions

 Nicole Tate

Date of field experience: March 11-15, 2024

Yorktown Middle School - ELA 8th Grade - 2nd and 3rd period

In thinking broadly about how learning intentions and the use of HLPs support learning interactions in my practicum classroom, there are a few things that come to mind. When thinking about learning intentions, I think of the goals of the lessons from the teacher, similar to student learning objectives. Unfortunately, I have not seen my host teacher really use these. I think she has a plan for her class in terms of long-term/overall. This takes form in the way of a unit calendar with when tests and big assignments are due. However, on a day to day basis, I do not see her following any sort of lesson plan outlining these intentions, nor does she share them with her students. Most of the time when she is explaining a project or assignment, the purpose for the assignment is not what they will get out of it, but that "they have to do it", or they have to work on it "because it's due Friday" etc. This obviously causes a lot of students to not enjoy what they're doing. Another thing she says a lot when asked why she's doing a certain thing is "to prepare them for high school". I think the students in my class have a better response to this than they do to the due dates, because as second semester 8th graders they are definitely thinking about it a lot. 

I will give my host teacher credit and say I have heard her on multiple occasions connect an assignment to a non-college career path. She does this when particular students are complaining, and if she knows they're interested in going into construction, or farming for example, she'll connect it. Yorktown, from what I understand now, has an emphasis on both college and non-college career paths as they get into high school, so I really like that she does this. Reflecting on the HLPs that my host teacher uses to support student learning interactions, my host teacher does a good job of "implementing norms and routines" and "implementing organizational routines". My students have a new bellringer packet each week and for the most part, know to start working on it when they come in. There is a charging station in the classroom that they know to ask to sit at if they need to charge their macbooks. There is a pencil sign out station where they go to sign out pencils for that period. I think that this supports students' learning because when they know a routine, they are able to get right into the work and feel more comfortable in the classroom. My host teacher also does a great job building respectful relationships and learning about students. Like I said with the career path thing, my host teacher does a great job asking students about how things are at home. She knows what sports students play and she knows about students' siblings and will ask about them. I've heard students in my class say that my host teacher is one of their nicest teachers, and this definitely contributes to that. This contributes to student learning because they are more comfortable talking to my host teacher and therefore more willing to engage and ask questions.

Rehearsals for my show at Northside are in full swing now, which definitely requires extra time OUTSIDE of rehearsal for blocking, doing choreo, production meetings, etc. I am also in full swing of rehearsals for my two upcoming dance performances, one next week and one mid-April. I love going to all of these rehearsals but having to wake up early for practicum everyday on top of these, my two jobs, and all my other classes is not for the weak. I'm glad I have a good support system like my friends and therapist and hope I will continue to be able to handle things.