MMSG+Peer+Observation_Lauren+Hyoseo+Yoon

Midquarter Mentored Study Groups - Peer Observation Form
Please record your impressions during the Study Group session you observe. Please
give your honest assessment. Your comments will not be used to evaluate the leader
whom you observe, and that person will not see your comments.
Your name: Lauren Hyoseo Yoon
Observed Leader’s Name: Danling
Date/Time of Session: February 26th (Sunday), 2023 / 3pm-5pm session
Course for which you are observing: MATH 230-1 MMSG
Structure
1. To what degree was the session balanced? (i.e., was there time for warm-up, addressing
questions, conceptual discussion, and application/practice?)
Place an X along the dotted line to indicate your answer:

Could use more balance Balance was
just right
………………………………………………………………
…X………
a. Record a few observations that helped you determine the rating you gave.
Danling’s questions were structuralized especially in the sense that she prepared great
conceptual questions that allowed students to adapt easily with harder practical questions.
This approach seemed to effectively provide students a space and time to practice applying
concepts to actual questions.
Student Engagement
2. Were there any students who seemed reluctant to participate? How could you tell?
I did not observe any students feeling reluctant to participate. Every student was very
engaged and focused on solving questions and clarifying concepts that they had hardship
understanding.
a. What did the leader do in response? What might they have done beyond that?
As they were no students seeming to feel reluctant, Danling did a great job guiding
students with prep materials. It was truly engaging!
3. Were there any students who participated “too much” – so that other did not have a
chance? How could you tell?
I did not observe any students dominating the discussion. Everyone felt free and
comfortable expressing their thoughts and asking questions. I can validate this answer in
confidence as I observed two students (at first, one student) actively talking in the session.
a. What did the leader do in response? What might they have done beyond that?
As they were no students dominating the study session, Danling effectively guided students
with profound prep materials, heard students’ thoughts and questions sincerely, and
further advised students with great tips for approaching problems.
4. Rate your general impression of how engaged participants were in the session.
(Place an X along the dotted line).
low engagement high
engagement
……………………………………………………………
X………
a. What did you see that showed you that students were/weren’t engaged?
Students were engaged as they were extremely focused on solving the given math
questions and checking their work with the solution that Danling presented. If there were
any uncertainties or discrepancies with their approach, they actively asked questions.
Danling’s session also consist lots of discussion time which students can also
“explain/verbalize” what they understood.
5. Was there a variety of activities for students to engage with in the session?
The engagement through activity could be improved by incorporating more visualizations when
presenting 3-D modeling aspects. As I am also as study-group leader for math, I found it really
effective to incorporate actual modeling/image visualizations that allows students to “see” how
the functions actually are drawn in a 2-D, 3-D space. So, I would highly suggest using Desmos
or other graph simulation tools so that students can actually see the visualization of graphical
analysis.
6. Were there opportunities for the student participants to play an active role in the
session? (e.g., problem-solving in pairs, board work, other activities)
Danling gave students an enough time and space to do autonomous problem-solving. After
problem-solving, she first asked students regarding their ideas and how they approached to this
question. Her conversation/discussion with students was very active.
Student Learning
7. Rate the extent to which the participants worked through concepts/problems, rather than
the leader telling or showing them.

Leader told/showed how to work through Students worked through
themselves
………………………………………………………………
………X…
a. What did you notice that suggested either telling/showing or working through?
Danling’s study group was filled with verbalization of concepts that students understood as well
as autonomous problem-solving. She provided enough time and space for students to
understand and digest the questions and further explain their chain of thoughts to approaching
the question.
8. Rate the extent to which participants worked together/helped each other, rather than
simply asking questions of the leader.

Students asked the leader questions Students worked
together
……………………………………
X……………………………………
a. Record a few observations that helped determine the rating you gave.
Since there was one student in the study session (the other student joined in the last 30
minute), I believe it is hard to answer this question. However, Danling did a wonderful job
providing student to solve the question by himself as well as talking with a student to provide
tips for solving the question.
Inclusion
9. What did the leader do to help students feel welcome in the group?
She was opened to any questions which re-assure students that there are no single approaches
to solving math problems. In addition, her tone and behaviors were confident but polite and
friendly which allowed students to easily express their ideas.
a. Was there anything the leader may have unconsciously done that could hamper
inclusion – such as interacting more with only certain students, making
assumptions about people’s background knowledge, allowing certain students to
dominate discussion, or other actions?
No. Every action and comment from Danling was thoughtful. I could not see any behaviors that
assumed certain stereotypes. It was an inclusive environment.
General Comments
10.What did you enjoy most about watching this session?
The aspect that I enjoyed the most was when Danling actually went in-depth on understanding
the concepts rather than solely relying on the memorization of formula. This allowed students to
interpret concepts in-depth so that they feel more confident to explaining the concepts to
others.
11.What suggestions would you have for this peer leader?
One suggestion would be to divide “core/mandatory” versus “auxiliary” concepts. If students

feel extremely rushed, not being able to grasp what to focus on what the ultimate goal of the
chapter is, I believe dividing concepts based on significance could potentially be helpful for
students to focus on the gist of each chapter, better prepare for the exam, and thus feel more
confident.
12.After observing this session, what ideas are you considering for your own group?
As Danling did a profound job on providing a time for students to actually verbalize and explain
the concepts that students understood, I would also plan to distribute more time during the
session which students can share their “conceptual” understanding, not only focusing on
memorizing and applying formula to actual questions.

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Midquarter Mentored Study Groups - Peer Observation Form

Your name: Lauren Hyoseo Yoon

Observed Leader’s Name: Danling

Date/Time of Session: February 26th (Sunday), 2023 / 3pm-5pm session

Course for which you are observing: MATH 230-1 MMSG

Place an X along the dotted line to indicate your answer:

Place an X along the dotted line to indicate your answer:

Place an X along the dotted line to indicate your answer:

10.What did you enjoy most about watching this session?

11.What suggestions would you have for this peer leader?

One suggestion would be to divide “core/mandatory” versus “auxiliary” concepts. If students

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