Video Lesson
Self Evaluation
Content Knowledge
Content Knowledge
o I establish good eye contact with my class. I do not talk over their heads, to the blackboard or to just one individual.
o If I tend to teach predominantly to one area of the classroom, I am aware of this.
o I make a conscious effort at all times to pay attention to all students equally.
o I divide my students into small groups in an organized and principled manner.
o I recognize that these groups should differ in size and composition, varying with the
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Notes:
I was able to pose questions to the whole group and allow for discussion time at table groups. When calling on students I tried to call on a variety for learners.
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Teaching/Learning
B. The Classroom
o I arrange the seating in my class to suit the class activity for the day.
o I consider the physical comfort of the room such as heat and light.
o When I need special materials or equipment, I have them set up before the class begins.
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Notes:
I walk from the front of the room to the back to use the Prometheon and white board which makes the students have to turn their heads a lot. Next time I would stay in one spot.
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Literacy
C. Presentation
o My handwriting on the blackboard and /or charts is legible from all locations in the classroom. It is large enough to accommodate students with vision impairments.
o I speak loudly enough to be heard in all parts of the classroom and I enunciate clearly.
o I vary the exercises in class, alternating rapid and slow paced activities to keep up maximum
o interest level in the class.
o I am prepared to give a variety of explanations, models or descriptions, understanding that
one explanation may not be sufficient for all students.
o I help the students form working principles and generalizations.
o Students use new skills or concepts long enough so that they are retained and thus future
application is possible.
o I plan for "thinking time” for my students so they can organize their thoughts and plan what
they are going to say or do.
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Notes:
Yes.
Yes.
Yes, including lots of different activities for practice independently and as a group.
Yes.
Yes.
Yes.
I can incorporate more thinking time for the students before immediately asking them to work through a problem.
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Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the learning situation.
o I keep the cultural background(s) of my students in mind when planning daily activities and am aware of culture misunderstandings which might arise from the activities I choose.
o I work for an atmosphere of understanding and mutual respect.
o I tell students when they have done well, but I don't let praise become mechanical.
o My activites are varied, some more visual, aural, oral and kinesthetic. I provide models, examples, and experiences to maximize learning in each of these areas.
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Notes:
Yes.
Yes.
Yes.
Yes.
Yes.
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Professionalism
B. Self-concepts
r I treat my students with the same respect that I expect them to show me.
r I plan "one-centred" activities which give all students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
r I am aware that my students learn differently.
r My exercises are varied, some ore visual, aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize learning in each of these areas.
r I finish my class period in a way which will review the new concepts presented during the class period. My students can immediately evaluate their understanding of those concepts.
III. The Activity
A. Interaction
r The activities maximize student involvement.
r The activities are organized to insure a high success rate, leaving enough room for error tomake the activity challenging.
r The activity is focused.
r The activity is geared to the proficiency level of my class or slightly beyond.
r I make the content of the activity relevant and meaningful to my students' world.
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Yes.
Yes. The students have different roles in the practice section but encouraged team based problem solving.
Yes.
Yes.
Yes.
Yes.
Yes.
Yes.
Yes.
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| Student Engagement/Classroom Involvement |
Notes
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| 1. How are students involved in the lesson? What is the extent of student involvement? | Students are engaged working in small groups as a class. There are lots of built in opportunities for students to participate. |
| 2. Were there opportunities for students to ask questions? What kinds of questions were they asking? How did the teacher help students make connections to what they were learning? | Students could ask clarifying questions, but there was not a time specifically designated for questions. |
| 3. Describe the interaction in the classroom. | The classroom seemed like a fun, engaging environment The students could talk, have fun and also learn. |
| Student Learning |
Notes
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| 1. What evidence do you see that indicates student learning? 2. Was the learning outcome explicitly conveyed to the students? | The students are correctly answering the questions. The outcome was seen through the worksheet assessment that was collected. |
| 3. What evidence did you see that the learning goals were achieved? 4. How did the teacher monitor student progress? | The teacher walked around asking questions to the table groups and monitoring their progress formatively. |
| Instruction | |
| 1. What is the teacher doing? (Facilitating, lecturing, co-learning, etc.) 2. How was content/concepts presented to students? Was there adequate explanation of the concepts to ensure student learning? | The teacher both facilitates and lectures. During group work she facilitates but during the teaching she lectures. |
| 3. What kinds of questions did the teacher ask?
· What questions provided opportunities for students to explain, defend, compare, evaluate?
· Did the teacher wait for responses? Probe for deeper understanding?
| Accessed prior knowledge Asked for examples Asked students to explain their reasoning |
| 4. What tasks are students doing? Did the students have the opportunity to practice their new knowledge or skill? Did the practice help support the learning outcome? 5. How did the teacher manage the learning environment? (Procedures, securing attention, time on task, etc) |
The teacher uses a behavior modification strategy with straws that are earned for a prize. The students work as a large class group, then as a table group and finally independently.
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Video Lesson
Lesson Plan: Instructor: J. Ferguson Grade Level: 1st Grade
Lesson Title: Add Up the Beat Date:
November 10, 2012
Curriculum Area: Mathematics Estimated
Time: 30 Minutes
Standards Connection:
Common Core 1.1) develop understanding of
addition, subtraction, and strategies for addition and subtraction within 20.
Learning Objective:
When listening to a beat played, the students will identify the
number of beats heard by representing the number with counters on a two-sided
counting mat and then finally by identifying the correct addition sentence
represented by the number of beats.
Kid-Friendly Objective:
I am going to play some beats for you all on the table. Listen carefully
to the number of beats you hear because we are going to use counters to
represent the number you hear! Then we will decide which addition sentence
looks like what we represented with out counters.
Evaluation of Learning Objective:
The student will be considered to have mastered the material when
they can listen to two beats played and represent them separately using
counters on their two-sided counting mat, and then identifying the correct
addition sentence for the beats played. Students who are unable to identify the
correct addition sentence will be given a number line to help them transfer the
information they created from the two-sided mat into an addition sentence.
Engagement:
Echo what you hear. Clap three times (students will mimic
three claps) Hold up the number of times we just clapped. (Students will hold
up three fingers, and I will write a
number 3 on the board). Very good! Now echo again what you hear clap twice. (Students will mimic two
claps) How many times did we clap that time? Hold up the right number,
(students will hold up two fingers and I
will write a + 2 on the board). How many times did we clap total? (Students
will say 5!) Perfect! I will add =5 so
the addition sentence reads 3+2=5.
Learning Design:
I.
Teaching: students sit on
the group time rug together, I am seated in a chair next to the tri-fold white
board. Echo what you hear. Clap three
times (students will mimic three claps) Hold up the number of times we just
clapped. (Students will hold up three fingers, and I will write a number 3 on the board). Very good! Now echo again
what you hear clap twice. (Students
will mimic two claps) How many times did we clap that time? Hold up the right
number, (students will hold up two fingers and I will write a + 2 on the board). How many times did we clap total?
(Students will say 5!) Perfect! I will
add =5 so the addition sentence reads 3+2=5. You all did a wonderful job
with that! Lets try another one. Clap 4
times (students echo by clapping 4 times). How many times did we clap? (4!)
Great! I write 4 on the board. I clap 6
times (students echo by clapping 6 times) How many was that? (6!) very nice, that one was tricky I write +6 on the board So how many
total times did we clap? (10!) Perfect!
I finish the addition sentence writing
=10.
II.
Opportunity for Practice:
Now that we have done
several of these together, I want to see if you can do some on your own! When I
dismiss your table go have a seat at your table and caring committee will pass
out your two-sided mats and counters. Do not touch them until I tell you what
to do with them. Dismiss caring
committee, and then students who are sitting quietly. Once materials are passed
out and students are seated Alright I want you to listen for the number of
claps you hear but this time instead of holding up a number, I want you to
place the correct number of counters in the first column of your mat. Lets
start clap 4 times. Think how of how
many claps you heard and place that many counters into the first column of your
paper. I will know you are done when you look at me. (Students will work until
they are done) Now listen again. Clap
once. Think of how many claps you heard and place the right number of
counters on the other side of your paper now, look at me when you are done.
(Students work until finished). All right now as a class lets write the
addition sentence we just heard. How many claps did we hear the first time?
Look at your page and see how many counters you put in the first column.
(Students should say 4, if not redirect them and count together as a class
until they say 4). I write 4 on the
board. How many claps did we heard the second time, how many counters did
you put in your second column? (Students say 1) I write +1 on the board. So how many total claps did we hear? (5!) I write =5. Perfect job boys and girls! Repeat process again using 2+4=6 and once
more using 3+5=8. While the practice continues I would observe students who had
mastered the material and enlist their help with students who were still
struggling.
III.
Assessment:
You all have been doing a great job listening and counting.
I am passing out a piece of paper with Addition Sentences written on it pass out paper to each student. These
sentences look just like the ones we have been writing together. When you hear
me clap put the number of counters in the first column and then when I clap
again place that number in the second column on your two-sided mat. Then
instead of use writing the sentences together, I want you to circle, which
Addition Sentence is correct. Does anyone have any question? Answer and demonstrate anything the students
are still unsure about then begin assessment. I will clap 5 times, give the
students time to place 5 counters on their mat but not correct them since it is
an assessment. Then after waiting clap 2 times. Now add the number of claps
you just heard in the second column. Now look at your Addition Sentences listed
for number one and circle which sentence looks like what you just heard. Give
students time to circle the correct sentence which would be 5+2=7. Repeat this
process with 4+5=9 and finally with 3+3=6.
IV.
Closure:
When you finish circling your Addition Sentences turn them
into the work done basket, then clean up your table by putting your two-sided
mat into your math folder. Caring committee will pick up the counters from your
table too. Once the Addition Sentences
are all turned in, I will assess to see if students circled the correct
answers. If they did not answer each accurately use center time to go back over
the questions and use a number line to add the numbers together.
Differentiation Strategies:
Although the lesson does not have explicit differentiation it does have
lots of practice opportunities built in. During this practice I could assign
students who have mastered the concept to assist other students. Also, by using
a number line during conference time with students who did not correctly
identify the Addition Sentences, I would be presenting the material in a new
way that would hopefully be a successful the second time around.
Materials and Resources:
White board and pen
Counters
Two-sided mats (for every student)
Addition Sentences (for every student)
Number lines (for 5 students)
Name:_________________
Addition Sentences
Circle the correct addition
sentence
1. A. 6+3= 9
B. 5+2=7
C. 4+3=7
2. A.
6+ 3=9
C. 4+5=9
3. A.
3+3=6
B. 4+2=6
C. 7+1=8
Content Knowledge
o I
establish good eye contact with my class. I do not talk over their heads, to
the blackboard or to just one individual.
o If I
tend to teach predominantly to one area of the classroom, I am aware of this.
o I make
a conscious effort at all times to pay attention to all students equally.
o I
divide my students into small groups in an organized and principled manner.
o I recognize that these groups should differ in size and
composition, varying with the
|
Notes:
Because I was teaching to two
students I was able to split my time evenly showing attention to both.
Since the group was small, I was able
to engage the students on an individual basis which I may not have been able
to do in a large group.
|
Teaching/Learning
B. The Classroom
o I arrange the seating in my class to suit the class
activity for the day.
o I consider the physical comfort of the room such as heat
and light.
o When I need special materials or equipment, I have them
set up before the class begins.
|
Notes:
Although
we were in the kitchen, not a classroom, I arranged out table to work well
for learning. I saw across from both students and we remained seated during
the lesson.
|
Literacy
C. Presentation
o My handwriting on the blackboard and /or charts is legible
from all locations in the classroom. It is large enough to accommodate
students with vision impairments.
o I speak loudly enough to be heard in all parts of the
classroom and I enunciate clearly.
o I vary the exercises in class, alternating rapid and slow
paced activities to keep up maximum
o interest level in the class.
o I am prepared to give a variety of explanations, models or
descriptions, understanding that
one explanation may not be sufficient
for all students.
o I help the students form working principles and
generalizations.
o Students use new skills or concepts long enough so that
they are retained and thus future
application is possible.
o I plan for "thinking time” for my students so they
can organize their thoughts and plan what
they are going to say or do.
|
Notes:
Yes.
Yes.
Yes,
including lots of different activities for practice.
Yes,
although I should have had an antonym for ‘total’ ready.
Yes.
Yes.
Yes,
although I will work to let the silence be a sound of learning, rather than a
time for me to talk while they work.
|
Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the learning
situation.
o I keep the cultural background(s) of my students in mind
when planning daily activities and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and mutual
respect.
o I tell students when they have done well, but I don't let
praise become mechanical.
o My activites are varied, some more visual, aural, oral and
kinesthetic. I provide models, examples, and experiences to maximize learning
in each of these areas.
|
Notes:
Yes.
Yes.
Yes.
Yes.
Although I will continue on working on providing specific praise per student.
Yes.
|
Professionalism
B. Self-concepts
r I treat my students with the same respect that I expect
them to show me.
r I plan "one-centred" activities which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
r I am aware that my students learn differently.
r My exercises are varied, some ore visual, aural, oral and
kinesthetic. I provide models,
examples, and experiences to maximize learning in each of
these areas.
r I finish my class period in a way which will review the
new concepts presented during the class period. My students can immediately
evaluate their understanding of those concepts.
III. The Activity
A. Interaction
r The activities maximize student involvement.
r The activities are organized to insure a high success
rate, leaving enough room for error tomake the activity challenging.
r The activity is focused.
r The activity is geared to the proficiency level of my
class or slightly beyond.
r
I make the content of the activity
relevant and meaningful to my students' world.
|
Yes.
No, each student does the same
tasks, but I can provide moments for students to feel important.
Yes.
Yes.
Yes.
Yes.
Yes.
Yes.
Yes.
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