Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Summative Videotape Analysis

Summative Videotape Analysis

Ratings: (0)|Views: 83 |Likes:
Published by rodickwh7080
EDUC 614
EDUC 614

More info:

Published by: rodickwh7080 on Mar 25, 2013
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





SUMMATIVE VIDEOTAPE ANALYSIS 1George Mason UniversityEDUC 614William Rodick Summative Video Analysis
SUMMATIVE VIDEOTAPE ANALYSIS 2Classroom DescriptionThe American School of Metropolitan Florianopolis (ASMF), located inFlorianopolis, Brazil, is an IB World School, with both the Primary Years Programmeand Middle Years Programme complementing standards compiled from CommonCore State Standards (CCSS), American Education Reaches Out (AERO), andBrazilian national standards (PCNs). The philosophy of the InternationalBaccalaureate, its learner profile attributes, its emphasis on holistic learning, and itsaim to build globally-minded, well-rounded students, runs throughout the curricular aims of the entire school, and into each classroom. Instruction at the school is given inEnglish for our American program, and in Portuguese for our Brazilian program, andthe school offers language courses in Spanish and Chinese. ASMF is a small, privateschool of about 220 students providing curriculum and instruction from pre-school to12
grade. Class sizes are increasingly smaller in middle and high school. The size of ASMF allows for greater parental involvement than one might experience at a large public school in the U.S. At the same time, the size of the school does limit theavailability of resources for students with special needs, although there is an on-handschool psychologist, and because a large portion of the population is local, a fullEnglish as an Additional Language (EAL) department.The IB MYP Year 5 (10
grade) Language A English class, which I teach, ismade up of a group of 12 total students. This course meets three times per week – Mondays from 1:30 to 3:00 p.m., Tuesdays from 9:30 to 11:00 a.m., and Fridays from2:15 to 3:00 p.m. Each of these class meetings is held in a different classroom, andeach of those classrooms regularly belong to another teacher, who is kind enough toallow us its use. As a result of the inconsistency of our classroom environment,students do not have assigned seats, and the location of desks within a classroom is
SUMMATIVE VIDEOTAPE ANALYSIS 3different depending on the room, and occasionally different depending on the waythat classroom’s teacher had previously wanted his or her desks to be arranged.However, depending on the learning activity, we do rearrange desks frequently toaccommodate pair work, discussion, and other groupings. For this videotaped lesson,students were arranged in two groups on opposing sides of the room, so that theycould work with their teams, but address their opponents, who they were debating.This classroom affords us the use of two whiteboards, a projector and screen, aclassroom computer, and about 16 easily moveable desks (desks are sometimes usedfor other classrooms when there happens to be a need). Each student brings in his or her own electronic device, and for many this means a personal notebook computer,and for others this means an iPod or iPhone.Of the 12 students in the course, 10 identify themselves as Brazilian, and of those 10, 1 is a first-generation Brazilian with Italian ancestry, and 1 is a first-generation Brazilian with Chinese ancestry. Of the remaining 2 students, 1 is French,and 1 identifies himself as American, although he was born in Venezuela. There are 5girls in the course, and 7 boys. None of the students in this course have an official individual education plan(IEP). The school does not have a program for special education students, and doesnot have a system for identifying students with learning disabilities or emotionaldisturbances.All but one of the students in the class has a primary language other thanEnglish (10 have Brazilian Portuguese as a first language, and 1 has French). Three of the students had never studied English from the perspective of a language arts or literature curricular framework before this school year, and only one student ever studied English from that perspective before becoming a student at the school.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->