Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

Video Link: https://www.youtube.com/watch?v=HTMUA1_bLEs

Content Knowledge
o
o
o
o
o

I establish good eye contact with my class. I

do not talk over their heads, to the blackboard
or to just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o

o
o
o
o

o
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.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.
I help the students form working principles and
generalizations.
Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.

Notes:
I looked at the class and would call on different students.
I did tend to stand in one place more, and I think if I
moved around more in the classroom that the students on
the corners of the rug would not misbehave.
I tried the partner work and small group discussion, and
it was a bit of a struggle. I definitely learned that not all
students have practiced the techniques we think they
might know. Next time, I might divide the class
differently.

Notes:
I think the class was set up well. I had my materials
beside me that I needed for the lesson.

Notes:
I think my handwriting could have been a little larger.
My voice was loud and positive, and I think I was calm
even when children misbehaved. I did not have to give
many explanations, but I think if I had a different lesson
I might have had to vary my explanations. I really liked
how I was able to use one students thinking and
connections to teach the class. She told me a solution in
our story, and I was able to use that to teach the
connection between problems and solutions. I gave the
students specific time for thinking time. I told them to sit
and think without raising their hands so that they all
could think before speaking.

Fall, Early Childhood

Block
o

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

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.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centred" 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.
III. 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.

Notes:
I used pictures in this lesson to help with my ELL
students. I think that this really helped, and they seemed
to understand story elements later on in the lesson as I
formatively assessed them. I tried to ask all of my
students different questions, and when one of my ELL
students raised his hand, I happily let him answer a
question. My activities were not incredibly varied, and I
should have more kinesthetic activities. I also saw that
one way for encouraging diversity was allowing students
to share some personal stories.

Notes:
I think that I spoke to the children in a way that was
respectful even when they were disrespectful.
While I had to call many of the students out, I think
it was in a positive manner. I thought that I gave
students plenty of time to speak, but I think I could
improve on planning one-centered activities.
I ended the class with a closure and a review of the
story elements. This did not show on the video, but
the students told me the four story elements that we
had discussed.
The activity was not on the video, and I had to cut
it short. Here, the students were grouped according
to their table. They were given pictures of the four
story elements, and they had to discuss which
element related to a picture that I showed them. It
resulted in some chaos because I did not have the
computer to use the powerpoint, but I was able to
gage the students understanding. Next time, I
might go straight to individual practice for this to
accurately assess understanding. I actually was
impressed by how well the students discussed the
topic.

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

Video Observation
Notetaking Tool
Observers name: Whitney Locke
observed: Ellie Knoxs Story Element Lesson

Lesson

Purpose: To provide a framework for reflection and collaborative

conversations about teaching and learning.

Directions: Read over the guiding questions below. As you view

the video, jot down notes about what you see and hear. Note any
examples or evidence to support answers to the questions.

Student
Engagement/Classroom
Involvement

Notes

1. How are students

involved in the lesson?
What is the extent of
student involvement?

Students are asked

questions. They are
asked to give a teacher a
thumbs up throughout
the story which kept
them engaged.

2. Were there
opportunities for
students to
ask questions? What
kinds of questions
were they asking?
How did the teacher

The teacher asked the

students if they had ever
seen hermit crabs
before.

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

help students make

connections to what
they were learning?

3. Describe the interaction

in the classroom.

Student Learning
1. What evidence do you
see that indicates
student learning?
2. Was the learning
outcome explicitly
conveyed to the
students?

There is a lot of
interaction in the class
between the teacher and
the students. The
students were given a lot
of opportunities to talk.
Notes
The students correctly
responded throughout
the story which shows
that they understand
what she told them at
the beginning of the
lesson.
The students were able
to explain the different
story elements to the
teacher.
The teacher continually
reminded the class of
retelling.

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

3. What evidence did you

see that the learning
goals were achieved?
4. How did the teacher
monitor student
progress?

The students were able

to tell the teacher the
difference between the
story that the teacher
read and her retelling of
the story.
Students listened to the
story and gave the
teacher a thumbs up
when they heard
something that they had
heard her talking about
during her retelling at
the beginning of the
lesson.
The teacher asked
questions that applied
the story elements to the
story they read.

Instruction
1. What is the teacher
doing? (Facilitating,
lecturing, co-learning,
etc.)
2. How was
content/concepts
presented to students?
Was there adequate
explanation of the
concepts to ensure
student learning?

The teacher is co-learning

with the students. It is a
discussion that she is having
with everyone.
She modeled retelling at the
beginning of her lesson.
The teacher put the story
elements on the board so that
they could see them, and then
she asked the students
questions that related the
story element words to their
story.

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

3. What kinds of
questions did the
teacher ask?
What questions
provided
opportunities for
students to
explain, defend,
compare,
evaluate?
Did the teacher
wait for
responses? Probe
for deeper
understanding?
4. What tasks are students
doing? Did the students
have the opportunity to
practice their new
knowledge or skill? Did
the practice help
support the learning
outcome?
5. How did the teacher
manage the learning
environment?
(Procedures, securing
attention, time on task,
etc)

She asked students to

explain what they
already knew about
hermit crabs.
The teacher listened to
what the students said
when they answered her
questions and continued
to ask them questions
based on what they said.

The students talked in

partners about the story
elements that were used
in the story.
The teacher asked the
students to stop talking
and return their attention
back to her or whoever
was talking. She
reminded students that
they needed to raise
their hands to talk. When
she saw that the partner
work was not going well,
she addressed it and
brought the students
attention back.

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
1. The teacher asked effective questions.
2. The teacher did a great job of realizing when the partner work
got out of hand and addressed it immediately.
3. The teacher used effective classroom management techniques
to keep the class on track.

2 Questions for Consideration

1. I wonder if this lesson maybe could be split into two separate.
This may help the students to be focused if they dont have to sit
for a long time.
2. Could you teach this lesson using a book that the students are
very familiar with so that it is easier for them to see the story
elements before applying them to an unfamiliar book?

1 Recommendation

Fall, Early Childhood

Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED

LESSON

1. I think it would help the students if turned to the pages in the

book where each story element was located and use the exact
text to support each element.