From Courtney Mulcahey

From TeacherWiki

Written on December 15, 09

Hey Zach,

Thanks for teaching the class today! I think the lesson went really well. I was actually honestly surprised as how well the students were able to follow along.

In class today, we conducted a mini-experiment to collect linear data. The intent of the experiment was to collect data so we could create a scatterplot on the calculator. During the experiment, Zach flowed around from group to group and asked great questions to have students consider possible variables in their procedures.

After we had collected all the data, Zach led a direct instruction lesson where he walked the class through the procedure for entering data into a scatter plot, changing the window setting and drawing the line of best fit. His pacing was perfect as the inclusion class was able to follow along with him. To be honest, I expected more students to get lost or confused, however Zach held their attention captive. He used grade-level appropriate vocabulary and introduced new terms relating to the calculator and explained them clearly. He asked thought provoking questions and probed students to justify their answers.

After the demonstration, I had several students inquire about recreating and using scatterplots in future classes. The class went very well. Zach interacted professionally with the students yet they felt comfortable to ask him questions.

-Courtney

Written Feb 26, 2010

-Presentation gave students more insight to Zach’s personal life. They are better able to make more of a connection with him personally. He addressed and reduced the image of stereotypes related to computer scientists. Although the timing of this presentation is excellent as it coincides with the HS course selection process and the options they have in pursuing the field – it might also fit in nicely in the beginning of the year for students to get to know Zach personally and make more of a connection with him through the whole year.

-Zach took the time to look into the course catalogue and options student can pursue at Shrewsbury High School and made them aware of these possibilities.

-Zach made students more aware of advanced degree opportunities discussing the difference between his time undergrad and about the possibility of attaining an advanced degree at graduate school. Many students didn’t realize that schooling beyond “college” is possible.

-Zach made connections/comments from one class to another. He took these comments and built off of them for the following classes.

-Zach was very reflective. After the first class he was provided feedback and immediately implemented it into the following presentation.

-Zach took a significant amount of time to prepare this presentation – the PowerPoint included many graphics (many that engaged the students).

-Zach was able to answer the students questions appropriately – he was clear, answered at an appropriate level of understanding, made students feel a sense of worth and also included humor in his answers.

-One class in particular was “excited” or more outspoken about the content of Zach’s presentation (last class on a Friday afternoon). Zach did a great job keeping the class on task and maintaining order in the classroom.

-Zach made connections with his computer science skills and made changes to the Assistment website, “John is cool” which the students thought was very fascinating. They saw minimally the complexity of if the HTML code which gave a very brief idea of what it is Zach exactly does with Assistment at WPI.

-Zach was aware of many of the students interests and geared the presentation towards their likes to keep them intrigued: Face book, Pokémon, Modern warfare 2. He explained how video games use math (coordinate plane)

-Zach made connections in his presentation to their curriculum, which he is very familiar with.

-Zach broke down initials and acronyms to things that students may experience in the “real world”. He also explained more career fields such as in hardware, IT and engineering.