Documents

video analysis of teaching

Description
VIDEO ANALYSIS OF TEACHING ANALYZE INSTRUCTION PROVIDED TO DIVERSE GROUPS OF STUDENTS Use the following template to complete this assignment. You are analyzing videos of instruction provided to diverse groups of students and relating your observations to the course performance outcomes regarding you as a Scholar, Practitioner, and Relater. Review video clips. Attend to the teachers’ responses to diversity and multiculturalism in their classrooms. After viewing the videos, select at least 3 of
Categories
Published
of 7
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
  VIDEO ANALYSIS OF TEACHING ANALYZE INSTRUCTION PROVIDED TO DIVERSE GROUPS OF STUDENTS Use the following template to complete this assignment. You are analyzing videos of instruction provided to diverse groups of students and relating your observations to the course performance outcomes regarding you as a Scholar, Practitioner, and Relater. Review video clips. Attend to t he teachers’ responses to diversity and multicult uralism in their classrooms. After viewing the videos, select at least 3 of the videos, analyze the extent to which portions of the video relates to 15 performance outcomes from your course syllabus; 5 of the performance outcomes for Scholar; 5 for Practitioner; and 5 for Relater. You choose which performance outcomes to asses. A)   Column 1: Identify which performance outcome you are assessing. Give the # and restate the outcome. B)   Column 2: Identify which portion(s) of the video you are referencing, i.e., describe what was happening in the video so I can locate it. C)   Column 3: Explain how the selected performance outcome was mastered or not mastered. Underline which one (mastered or not mastered) you are explaining. For each category of performance outcomes (Scholar, Practitioner, or Relater), you must describe at least one instance in which a portion of the video illustrated that an outcome was not mastered. What did the teacher fail to do? D)   Column 4: For the non-mastered outcome in Column 3, explain how you (as the teacher) could consistently excel in mastering that performance outcome by using some of the techniques discussed in the text (Chapters 1-4; focus on Chapter 4). Please provide the page number to reference the text. Example, write: Reference: page _____. NOTE: Brief, but thorough, explanations are preferred. Feel free to use bulleted phrases or sentences.  2 Scholar Performance Outcomes Title of Video 1 : Lit Circles: Fostering Heterogenouus Callaboration 1.   Performance Outcomes 2. Specific statement or action from the video. 3. Explanation of how outcome was mastered or not mastered in video segment. 4. Explanation of how you could master the non-mastered outcome from Column 3. 1 2(i) The teacher knows about second language acquisition procesess, and knows how to incorporate instructional strategies and resoures to support language acquisition. *”Students will develop English skills most effectively if they’re participating in complex tasks in a group where the common language is English.”  *Students participate in literature circles: illustrators and word searchers Underline: mastered not mastered The teacher understands the relationship between discussion and language acquistion and plans activities such as lit circles to promote English acquisition. 2 1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging. *12th grade students at a school for new imgrants study the book Reaching Out by Francisco Jimenez, a story about a new comer to the US. *Students are encouraged to speak English, but may use their native langauge if it helps them understand the content. Underline: mastered not mastered The teacher uses texts that are relevant to student lives, and students are allowed to utilize their native langauge in order to access and understand the content. 3 5(n) The teacher understand communication modes and skills such as vehicles for learning (e.g. information gathering and processing) across diciplines as well as vehicles for expressing learning. *all learning was communicated through writing and discussion (lit circle activites) Underline: mastered Not Mastered Students expressed their learning through writing and discussion. Students couldn’t have made a connection to their learning by compiling their findings in answering a master question. *when planning, analyze student access to materials and technology (p. 65)  3 4 8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals. *Studens are provided with sentence frames to guide them through discussion. *Students must elaborate and clarify information, support their answers with evidence and examples, build on what they have learned, paraphrase, and synthesize information. Underline: mastered not mastered Students participate in meaniful discussions about human nature using sentence stems to guide their discussion in English. 5 8(m) The teacher understands how multiple foms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships. *Literature circles requiring students to discuss their findings. *Multiple tasks are used: illustration, summarizing, questioning, and word work. Underline: mastered not mastered Students write and illustrate, summarize and question to show their understanding.  4 Practitioner Performance Outcomes Title of Video 2 : Deeper Learning for English Language Learners 1.   Performance Outcomes 2. Specific statement or action from the video. 3. Explanation of how outcome was mastered or not mastered in video segment. 4. Explanation of how you could master the non-mastered outcome from Column 3. 1 4(b) The teacher engages student in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse persepctives so that they master the content. *”We provide a rigorous and safe environment for them to flourish through project- based learning.”  *Students make a scale model of a building using different tools. *Hands-on DNA project *”The project is giving them something more than just words to grab on to.”  Underline: mastered not mastered The teachers in this video engage students with many different native languages in hands-on projects which require them to work with a group of diverse partners using the English language. 2 2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. *”They’r e working in small groups because they need to be using language actively.”  *students can access materials in their native language to support the content. *Learn new language by engaging in hands-on projects. *Use English to engage with peers and present learning. *modifying content so it doesn’t include too much “jargon”  *preteach vocabulary Underline: mastered not mastered The teachers in this video used many strategies to make content accessable, such as allowing students to access content in their native language and use English activley during group discussions.
Search
Similar documents
View more...
Tags
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks