VIDEO ANALYSIS OF TEACHING ASSESSMENT OF CLINICAL PRACTICE ECE Spring 2014 By: Megan McGuire

OVERVIEW OF VAT PLANS  VAT Plan One: How would you apply your knowledge of Social Cognitive Theory to improve the instructor’s classroom management in the video you observed?  VAT Plan Two: How would you apply your knowledge of Social Cognitive Theory to improve the students’ cooperative behaviors in the classroom?  VAT Plan Three: How would you apply your knowledge of Social Cognitive Theory to improve the instructor’s actions in the classroom? Video Analysis of Teaching completed on Common Core Math Lesson 4 th /5 th Grade.

 What is the area? Classroom Management  Why does it need improvement?  Students have a false understanding of what the decimal and the zeroes after a whole number mean. These misconceptions are not corrected during instruction.  Teacher asks if a student has a piece of paper to borrow and then his phone rings during instruction.  Teacher’s cell phone goes off during instruction.  Students and teacher are not familiar with base ten language as they continue to say 1 point 2 (1.2) and 2 point 4 (2.4).  What will be your plan? To prepare for class in regards to knowing the standards, the language of the standards, and to have the supplies and a plan in place before the students arrive. A better balance of enactive learning and vicarious learning to optimize on time and ability to extend the student’s knowledge.  Desire to see in teacher practice as evidence of development: Structure that allows for students to be taught a lesson up front as opposed to spending a long duration on time potentially working a problem incorrectly. Then students should have some way other than their journal to show the teacher that they understand. Some form of formative assessment, this way the teacher does not continue instruction without students having an understanding of basic foundational information.  End Goal: The end goal is successful, purposeful, effective, and intentional instruction that ultimately leads student success.  VAT Plan One: How would you apply your knowledge of Social Cognitive Theory to improve the instructor’s classroom management in the video you observed?

 What is the area? Student’s Cooperative Behaviors  Why does it need improvement? The students worked well in small groups. However, when it came to sharing out answers either one student was highlighted multiple times or other students were bored.  What will be your plan? I would have a more formalized way of having the students cooperate together when sharing out answers. Either each group would have a white board or poster paper to share out their final product. This way there were four or five different approaches to the same problem. These same posters could be displayed around the room, so that students could review them at other times.  Desire to see in teacher practice as evidence of development: I desire to see the teacher truly capitalize on each student’s ability and knowledge. The teacher could make an incentive board for participation as well.  End Goal: Through empowerment of each student, there is a greater chance that students will remain engaged and desire to share out what they know. They will also feel as though what they have added to the table is worthwhile and beneficial to their future knowledge and understanding.  VAT Plan Two : How would you apply your knowledge of Social Cognitive Theory to improve the students’ cooperative behaviors in the classroom?

 What is the area? Instructional Planning  Why does it need improvement? Students have false understandings of multiple basic mathematical practices and foundation skills. Nor are those basic skills and practices reviewed. They may be able to collaborate well, although the conversation is wasted if they think that they are building on a strong foundation, but it is the wrong foundation.  Desire to see in teacher practice as evidence of development: Lesson plans that show more structure to preparation, instruction and a solid plan for learning by doing and learning by observation.  End Goal : Better preparation and structure on the instructors part will lead to a stronger learning environment and experience for students. Overall their attention, retention, organization, production, and motivation should increase.  What will be your plan? To restructure the class time. This would be my plan for class time each day. 1.Lesson standards addressed first and learning goal shared. A better balance of enactive learning and vicarious learning would be the goal to optimize on time and ability to extend the student’s knowledge. 2.Followed by a challenge question to explore independently 3.Then, that same problem will be worked with the teacher approach and one additional student approach 4.Next, students will be asked to solve another question in relation to the standards. Students will self- observe and critique their own work. They will be encouraged to ask questions relevant to the standard. 5.Teacher will assess how students are doing and give them a short term goal for the day. 6.Before being released, they will talk about the observational learning that will take place today. In other words: what students need to pay attention to, retention goal for the day, best practices for organizing, rehearsing, coding, transferring, their production product, and how motivational measure.  VAT Plan Three: How would you apply your knowledge of Social Cognitive Theory to improve the instructor’s actions in the classroom?

 Students worked with their even odd partners. – Good practice as long as that is not the only person they pair with.  Instructions are given and students all respond “yes, sir.” - Clear level of respect. Hopefully, it is shared amongst the students as well.  While reading the problem out loud, teacher says “read with me” and the students interject the next word where the teacher stops. – Solid strategy to keep students engaged.  Teacher encourages original and novel ideas. – This is a good plan, as long as all students are encouraged, not just a few.  Students are encouraged to turn to their partner and share what they are you going to do prior to leaving instructional area. – This solidifies that they are aware of the instruction, but could also get students off task.  Students share their responses out on their fingers. – Fast formative assessment tool!  Teacher asks students to “recommend someone to share out.” – Peer reviews are a strong idea as long as one student isn’t idolized.  Students are encouraged to take a stand and argue yes or no. – As long as this is handled constructively it works!  At one point the bilingual students worked together and spoke in their native language about the math problem. – Neat!  Once students have discussed why they agree or disagree, they are encouraged to rewind their brain and go back to the thing that made them change their mind. – A neat way to have students articulate their thinking! STRATEGIES OBSERVED

CONCLUSION Through this video of instruction, it is apparent that this method of teaching works in collaboration with the Common Core standards. I was impressed to see a fourth and fifth grade combined math class work as well as it did. The dialogue that took place between the students was very intentional and directed towards the problems at hand. If the instructor was better prepared with the content standards, language of the standards, and overall materials needed for class, I believe that class time truly would have been capitalized on. Additionally, a better balance of enactive learning and vicarious learning to optimize on time and ability to extend the student’s knowledge would be ideal. The areas where students had misconceptions, would most likely have been eliminated if the teacher was more aware of the attention, retention, production, and motivation of his students. Overall, this lesson expressed rigor and depth of knowledge in the questioning and answers that were provided.