Video Analysis Rubrics Paper
University of Northern Iowa: Student Teaching Signature Professional Growth Assignment
Video Analysis Rubrics
Student Teacher ___John Jones_______ Grade Level _1st__ Self Peer (Circle One)
Feedback From _Jennifer DeVries________ Date _3-4-18_____
Learning Environment: How does the teacher demonstrate a positive learning environment that supports young adolescents’ engagement in learning? John demonstrated that he uses four different management techniques, as well as discussing the thumbs up and thumbs down concept. The teacher to student interaction was great during the whole group discussion. In both of the videos he had a student go back to their seat and sit down because they were causing some behavior problems …show more content…
when they should have been paying attention. Demonstrating the cubes for them was a great technique because it does help with visual and hands on learners because they can physically see that the equation is off balance. I wonder if a scale would have helped them as well. Do they no the true definition of an equal sign? In the teaching demeanor, I thought you had a good teacher voice and seemed confident in what you were teaching.
Things to think about:
12.42 During this segment it looks like the students aren’t paying attention to you. I would use one of those classroom management sayings to gain their attention. I would have wrote the equation up first and then read the problem out loud.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Classroom
Management
Positive voice and tone
Effective classroom presence/command
Consistent and clear procedures
Purposeful use of instructional time
(2.18) Counts down from 3,2,1 to gain their attention when they discussed with their partner.
(3.10) Eyes on me
(5.16) Hands on your nose when you have done all four, (repeats this several times and then says you need to speak quietly to your partner so some other groups can finish
(14.15) Counts down from 3,2,1 to gain their attention when they discussed with their partner.
(15.20) Stop look and listen, Okay.
Student/Teacher Interaction
Exhibits connections
Encouraging in nature
Supports ALL learners
Demonstrates rapport with and respect
Provides a positive, low-risk social environment that reveals mutual respect among students
(.15)Do you guys understand what true and false man? Raise your hand if you understand that. The discussion of true and false conversion.
(16.30) You can use these cubes to help tell you if an equation is true or false. So how many more would we need to add to make this statement true.
Teaching Demeanor
Displays passion/enthusiasm
Confident
Collaborative in nature
Positive team member
Respects students
All throughout the video John seems confident in what he is teaching. All of the students seem to participate and he has them work in partners to figure out the answer. THen he has a whole group discussion on the equations being true or false. I felt that he was very confident and never got confused on what the was teaching.
Engaging Students in Learning: How does the teacher actively engage students in learning tasks that address their skills to understand, interpret, reason, and problem solve? The teacher engages the students by having them work in partners and tells the students that they will have to say whether the equation is true or false. I also thought that John challenged the students by asking them, how can we make this equation true. It can be hard for some students to do that, and providing them with a tool would have help students understand the concept. Which I am sure you did that during their discovery time. You used the thumbs up and thumbs down to make sure that the students were engaged and to check for understanding. You didn’t give away the answer when you were discussing the four problems and you asked the students to explain their thinking.
Seems to get a little loud, while they are discussing, are they suppose to be working in partners? When you had them work on the 4 equations part. You could had set some expectations by having them work quietly or say, I will be looking for students who are quiet.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Alignment of Lesson Plan & Instruction
Links prior academic learning to new learning
Clearly articulated objectives aligned to Common Core Standards
Includes differentiation for both enrichment and remediation
(9.20) John said okay this is false, but how would we make this statement true. I think that this is important for students to enrich their learning because it can be a bit of a challenge for them.
Student
Engagement
Involves students in their own learning via learning tasks that provide opportunities for them to demonstrate understanding, interpreting, reasoning, problem solving, etc.
Uses multiple strategies/approaches
Brings relevance to curriculum
Student focused
(2.35) Thumbs up if you agree and thumbs down if you disagree with Emma. Then Emma says 3+3=6, You don’t give away the answer by saying this statement, John say, Oh so you think 3+3=6. Then says will that be true and all of the students say yes.
(8.10) When a student was struggling to explain their thinking, John said, alright call on a friend.
Instructional Delivery
Clear expectations
Appropriate pacing and chunking of activities/tasks
Effective and efficient transitions
Suitable time
management
Flexible and adjusts to meet student needs
(3.55) OKay first graders you are going to decide whether each one is true or false. You have two minutes to decide and then we will talk back as a group.
I thought toward the end of the first video your expectations could have been more clear about how they can go to their desks.
Deepening Student Learning: How does the teacher elicit student responses that promote thinking, encourage interpretation and analysis, and support of claims? How does the teacher use a variety of instructional strategies to encourage deep understanding, make connections and build skills?
This is how you promoted thinking and encourage students to explain their thinking.
A good assessment tool is the thumbs up thumbs down method, that way you can work with students you see that are struggling. You asked students why they agreed or disagreed and had a good discussion on how they can make an equation true. I like that in the second video you ask the students is their another way we can change this equation to mke it true. I feel that this demonstrates to the students that their is more than one correct answer.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Expanding Understanding
Involves taking academic risks
Learners pose and/or generate questions
Encourages discussion among learners
Incorporates student interests
Integrates the use of technology (as needed)
Makes connections across content
(6.40) asked the student why they agreed with this statement. The student was able to demonstrate what they did.
11.15 So Dylan said 4 +5=9. They were having a discussion on how they could make one of the equations true.
Second Video (2.11) How can you change this equation into a true statement? Hmm How can I change that statement to make it True. John said this is question 3 times, but reworded it differently.
Second video 4.30 does anyone have another way that we can change this equation?
Assessment
Aligned with learning goals and standards
Guides instruction
Use multiple assessment strategies/tools
Deliberate/Intentional
Elicit student responses related to understanding, reasoning, interpretation, and support of claims
Support learner engagement in their own growth
When the teacher asks the students thumbs up if you agree thumbs down if you disagree, that’s a great assessment to use. The teacher can easily see if the students are getting the correct answers and those you aren’t, the teacher can meet up with them during independent math time to help them work on that skill. John used this skill all throughout the video.
Video Analysis Rubrics
Student Teacher ___John Jones_______ Grade Level _1st__ Self Peer (Circle One)
Feedback From _Jennifer DeVries________ Date _3-4-18_____
Learning Environment: How does the teacher demonstrate a positive learning environment that supports young adolescents’ engagement in learning? John demonstrated that he uses four different management techniques, as well as discussing the thumbs up and thumbs down concept. The teacher to student interaction was great during the whole group discussion. In both of the videos he had a student go back to their seat and sit down because they were causing some behavior problems …show more content…
when they should have been paying attention. Demonstrating the cubes for them was a great technique because it does help with visual and hands on learners because they can physically see that the equation is off balance. I wonder if a scale would have helped them as well. Do they no the true definition of an equal sign? In the teaching demeanor, I thought you had a good teacher voice and seemed confident in what you were teaching.
Things to think about:
12.42 During this segment it looks like the students aren’t paying attention to you. I would use one of those classroom management sayings to gain their attention. I would have wrote the equation up first and then read the problem out loud.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Classroom
Management
Positive voice and tone
Effective classroom presence/command
Consistent and clear procedures
Purposeful use of instructional time
(2.18) Counts down from 3,2,1 to gain their attention when they discussed with their partner.
(3.10) Eyes on me
(5.16) Hands on your nose when you have done all four, (repeats this several times and then says you need to speak quietly to your partner so some other groups can finish
(14.15) Counts down from 3,2,1 to gain their attention when they discussed with their partner.
(15.20) Stop look and listen, Okay.
Student/Teacher Interaction
Exhibits connections
Encouraging in nature
Supports ALL learners
Demonstrates rapport with and respect
Provides a positive, low-risk social environment that reveals mutual respect among students
(.15)Do you guys understand what true and false man? Raise your hand if you understand that. The discussion of true and false conversion.
(16.30) You can use these cubes to help tell you if an equation is true or false. So how many more would we need to add to make this statement true.
Teaching Demeanor
Displays passion/enthusiasm
Confident
Collaborative in nature
Positive team member
Respects students
All throughout the video John seems confident in what he is teaching. All of the students seem to participate and he has them work in partners to figure out the answer. THen he has a whole group discussion on the equations being true or false. I felt that he was very confident and never got confused on what the was teaching.
Engaging Students in Learning: How does the teacher actively engage students in learning tasks that address their skills to understand, interpret, reason, and problem solve? The teacher engages the students by having them work in partners and tells the students that they will have to say whether the equation is true or false. I also thought that John challenged the students by asking them, how can we make this equation true. It can be hard for some students to do that, and providing them with a tool would have help students understand the concept. Which I am sure you did that during their discovery time. You used the thumbs up and thumbs down to make sure that the students were engaged and to check for understanding. You didn’t give away the answer when you were discussing the four problems and you asked the students to explain their thinking.
Seems to get a little loud, while they are discussing, are they suppose to be working in partners? When you had them work on the 4 equations part. You could had set some expectations by having them work quietly or say, I will be looking for students who are quiet.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Alignment of Lesson Plan & Instruction
Links prior academic learning to new learning
Clearly articulated objectives aligned to Common Core Standards
Includes differentiation for both enrichment and remediation
(9.20) John said okay this is false, but how would we make this statement true. I think that this is important for students to enrich their learning because it can be a bit of a challenge for them.
Student
Engagement
Involves students in their own learning via learning tasks that provide opportunities for them to demonstrate understanding, interpreting, reasoning, problem solving, etc.
Uses multiple strategies/approaches
Brings relevance to curriculum
Student focused
(2.35) Thumbs up if you agree and thumbs down if you disagree with Emma. Then Emma says 3+3=6, You don’t give away the answer by saying this statement, John say, Oh so you think 3+3=6. Then says will that be true and all of the students say yes.
(8.10) When a student was struggling to explain their thinking, John said, alright call on a friend.
Instructional Delivery
Clear expectations
Appropriate pacing and chunking of activities/tasks
Effective and efficient transitions
Suitable time
management
Flexible and adjusts to meet student needs
(3.55) OKay first graders you are going to decide whether each one is true or false. You have two minutes to decide and then we will talk back as a group.
I thought toward the end of the first video your expectations could have been more clear about how they can go to their desks.
Deepening Student Learning: How does the teacher elicit student responses that promote thinking, encourage interpretation and analysis, and support of claims? How does the teacher use a variety of instructional strategies to encourage deep understanding, make connections and build skills?
This is how you promoted thinking and encourage students to explain their thinking.
A good assessment tool is the thumbs up thumbs down method, that way you can work with students you see that are struggling. You asked students why they agreed or disagreed and had a good discussion on how they can make an equation true. I like that in the second video you ask the students is their another way we can change this equation to mke it true. I feel that this demonstrates to the students that their is more than one correct answer.
Category
Look For Descriptors
What evidence from the video supports your claim?
(Please include time stamp)
Expanding Understanding
Involves taking academic risks
Learners pose and/or generate questions
Encourages discussion among learners
Incorporates student interests
Integrates the use of technology (as needed)
Makes connections across content
(6.40) asked the student why they agreed with this statement. The student was able to demonstrate what they did.
11.15 So Dylan said 4 +5=9. They were having a discussion on how they could make one of the equations true.
Second Video (2.11) How can you change this equation into a true statement? Hmm How can I change that statement to make it True. John said this is question 3 times, but reworded it differently.
Second video 4.30 does anyone have another way that we can change this equation?
Assessment
Aligned with learning goals and standards
Guides instruction
Use multiple assessment strategies/tools
Deliberate/Intentional
Elicit student responses related to understanding, reasoning, interpretation, and support of claims
Support learner engagement in their own growth
When the teacher asks the students thumbs up if you agree thumbs down if you disagree, that’s a great assessment to use. The teacher can easily see if the students are getting the correct answers and those you aren’t, the teacher can meet up with them during independent math time to help them work on that skill. John used this skill all throughout the video.