Video Self Analysis

ACEI, AQTS Connection 1.1 Demonstrates deep knowledge of subject matter In other words, what occurred immediately prior to and after the video content and an ability to segment that is important to know in order to understand and interpret organize related facts, the video segment? concepts , and skills. ACEI Connection: 1.0; 3.1
Analysis of the Video Recording

1. Where does the video segment fit in your learning sequence?

The students had just nished math for the morning. They had spent about a hour on math. They then ate their snack, after snack, I called all students to the carpet for reading time.

2. What were the specific learning outcomes for the teaching/learning

featured on the video recording? How did you convey this learning outcome to the students? How did you prepare for teaching the content of your lesson? (Research, study, practice, using a variety of resources?) Do you feel that you had a deep understanding of the content you were teaching? How were strategies to teach the content selected?

Explain how these related to your goals for the entire sequence.

1. 1 Demonstrates deep I prepared this lesson by looking at knowledge of subject matter strategies that we talked about in content and an ability to class that were most e!ective for organize related facts, vocabulary. I thought about my class concepts , and skills and how they would respond to these 1.4 Designs instructional strategies. I tried to choose one I activities based on state content thought they would enjoy and standards. respond well to. I also read the book 2.6 Designs coherent lessons they had read and looked up multiple that integrate a variety of denitions of the words I was appropriate and e!ective teaching. I do feel as if now I have a instructional strategies. deeper understanding of the words ACEI Connection: 1.0; 3.1; 3.4; that I taught. 4.0

I rst started with engaging the students, 3. What was the sequence of events seen in the video-recorded lesson? 1. 1 Demonstrates deep Did you provide a variety of instructional strategies that were by pulling prior knowledge. I then knowledge of subject matter based on research? introduced the rst word. I tried to make content and an ability to Did the strategies support the learning outcome? How? it as interactive as I possibly could. I used organize related facts, Briefly describe the sequence of events seen in the video a bag of items to help them understand recording. Give evidence of the integration of literacy strategies. concepts , and skills the rst word. I moved onto the second 1.4 Designs instructional word. For both word, I used the pair and activities based on state content share strategy. Students are used to this standards. strategy and know well how to do it. I 2.6 Designs coherent lessons then gave them a chance to practice using that integrate a variety of these vocabulary words. I used career appropriate and e!ective ready standards to write this lesson-using instructional strategies. that as a guide and a goal. I wanted total ACEI Connection: 1.0; 3.; 2.1; mastery for my students. 3.5 4. What evidence is there in your lesson that you helped students make 2.4 Develops challenging, ON BOTTOM OF SHEET....couldnt t.

Video Self Analysis

5. How does the discussion/activity featured on the video recording

reveal

students reasoning and understanding? standards based academic How did you use questioning to guide students in the learning? goals for each learner, using How did you monitor students progress throughout the lesson? knowledge of cognitive, social , How did you promote higher level or critical thinking? and emotional development. How did you close the lesson? 2.5 Engages learners in How did you manage the classroom? (Procedures, securing attention, time on task, redirecting student behavior, giving developing and monitoring verbal directions, etc) goals for their own learning and Do you feel that you created a positive environment for learning? behavior. How? 2.8 Uses formative assessment How did you prepare for students who have different learning to provide specic and timely preferences? (auditory, visual, tactile) What opportunities did students have to practice? Did the feedback. practice support the learning outcome? ACEI Connection: 1.0; 3.1; 3.2; What strategies did you use to explicitly teach the skill/content? 3.3; 3.4; 3.5; 4.0

2.4 Develops challenging,

Cite specific examples of student understanding, misunderstandings, misconceptions, errors, and progress.

I asked questions throughout lesson to pull prior knowledge about book. Also, asking them to make connections to the book. Asking them questions, during opportunity for practice and then assessing the students at the end, I was able to monitor their progress. Managing the classroom is something that I struggled with. I NEED HELP WITH MANAGEMENT. I do feel like the learning environment was positive, I believe that is one thing I try to be really good at-creating a positive atmosphere. Practice supported outcome. I had them do a Frayer Model. I used think-pair-share.

Video Self Analysis

6. How do particular exchanges demonstrate a productive, open, and
enriching learning environment? Cite interactions from the video recording that show how you support this climate for learning.

2.2 Creates a positive climate that promotes respect and responsibility. ACEI Connection: 1.0; 3.1 7. How do you ensure fairness, equity, and access for all of the students 2.2 Creates a positive climate in your class? that promotes respect and Did you call on students equally? responsibility. Were students on task? 4.0 How did you redirect students who were not on task? ACEI Connection: 3.1; 3.2; 3.5 Were you able to present the content in a di!erent way to assist students who did not understand?
Reflection

I tried to point out how well I liked their thinking, often. I tried my best to call on every student and really listen to what they were thinking. The rst time I taught I did not do well at this-I think I am improving. I try my best to have everyone talk during the lesson. Students were on task-but had a hard time coming back after pair-share. I really need to work on a management tool. I met with my CT and I think I am doing an ok job at presenting content-I CAN ALWAYS IMPROVE ON THAT!! But am really struggling with classroom management. I think that the students did learn, I just need some way to make sure they are really engaged and listening. I stated my objective and they knew what we were going to be doing during the lesson.

1. How might you conduct this learning sequence differently if you were 2.4 Develops challenging, to do it again? standards based academic goals for each learner, using Explain how this learning sequence did or did not meet your stated goal knowledge of cognitive, social , (s) and objectives and explain how you determined student progress as it and emotional development. pertains to your stated goal(s) and objectives. 2.5 Engages learners in developing and monitoring goals for their own learning and behavior. 2.6 Designs coherent lessons that integrate a variety of appropriate and e!ective instructional strategies. 2.7 Creates learning activities that optimize each individuals growth. 2.8 Uses formative assessment to provide specic and timely feedback. 2.9 Uses summative assessments to measure learner attainment of specic learning targets. ACEI Connection: 5.1

Video Self Analysis

Candidates Name: Emily Lavender Lesson/semester: Vocabulary-2nd grade; Fall semester 2013

Areas of strengths: Organized lesson, good strategies used, pretty good job of delivering content, and an interactive lesson

Areas to improve:CLASSROOM MANAGEMENT!!!!!! This is a huge thing that I need to work on.

4. What evidence is there in your lesson that you helped students make connections to themselves, and to prior knowledge?

I asked students what things that they had seen that were miniature. I pulled items out of a bag to show them what miniature items looked like. This allowed them to make connections of things that they had seen that were miniature. For the next word I had them think about things that there rarely do. I modeled both of these words for students and gave examples of them in my own life.