Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

Taylor Blair
Spring 2014

VIDEO LINK: https://www.youtube.com/watch?v=a_pzP5kQM5A

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:
I am using the promethean board, and often times do
talk to the board. However I am more in
communication with the class.
It is difficult to pay attention to all students especially
when there are 34 students in the class, but I walk
around the entire room and call on different groups
of students to keep them focused.
I used the group desk setting to my advantage for the
lesson, and had the students work in their table
groups for the first part of the lesson.

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:
The students were organized into groups, so that they
could create the set of data, and work together to
organize the data set. This set up also allowed the
students to work together and help one another clear
up misconceptions. To be sure that the students are
not distracted, I have the materials ready and pass
them out when needed.


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
Notes:

The promethean provides a variety of font option to
make the writing thicker or a different color to
distinguish between different concepts. I used the
writing options to my advantage to organize my
handwriting. I do speak clearly and loud for the
entire class to hear me. I vary the instruction by
allowing the students to make a personal connection
to the numbers and create their own data set. There
is group discussion along with whole class
instruction, and independent work. I relate the
methods to the big concept of measures of center and
explain how they are all related. I give students time
to think, but do need to work on giving them more
time, so that even when students raise their hand
they are rethinking what they might say to be sure it
is correct.
Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

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.


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:
When choosing how I wanted the students to create
their own data set, I wanted to choose a question that
would apply to all students regardless of where they
come from. I chose to use the day of their birthday to
be the number they would use for the data set. I
make sure to answer any questions before moving on.
I would walk around to the groups and give praise to
specific students, or during whole class instruction
when a student would answer correctly and give an
in depth explanation of their thinking I would give
them praise. The students write in their notebooks as
I teach, they have the opportunity to manipulate the
data set by using the meter stick to plot the numbers,
the students have time to discuss as a small group as
well.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centered" activities which give all
students an opportunity at some point to feel
important and accepted.

C. Aptitude and Perception
I am aware that my students learn differently.
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.
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.
I I I . The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success
rate, leaving enough room for error tomake the activity
challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.
I make the content of the activity relevant and
meaningful to my students' world.
I treat all of the students with respect. I have the
students use the meter stick to feel included in
the lesson, and have them use their birthdays as
the data set, so that they have a personal
connection to the numbers. I review with the
students the main concepts learned for that day
and how the method we learned relates to the
big concept of measures of center. My teacher
even pointed out that I made a connection to the
box and whisker plots they had learned about
before I got there. The students were able to
recognize the importance and the connections
you can make between different methods and
how they relate to one another. The students are
involved in group work, as well as participating
in class discussion. The lesson is challenging, but
also starts out with a familiar concept they have
learned, so that they can feel confident and
review. The content is relevant to their world,
because when trying to figure one day in a
month to celebrate everyones birthday this
method of finding the absolute mean deviation
will help the students figure out that one day.
Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON