Video Analysis

of Teaching
Chris Rogers
Kennesaw State University

Video overview - Elementary

Tim Bedleys video highlights:
Engaging introductory partner task, lacked real-world clarity
Opportunities for students to discuss, clarify, make mistakes, develop
understanding, long periods of talking
Evidence of Classroom culture (Bring it up, Recommend, Free-for-all, clapping,
student-led discussion)
Explaining the standard of mathematical practice at the beginning of the lesson
Mid-lesson adjustments
Structured opportunities for student discussion, constructive argument, and
consensus-building
Lesson didnt engage multiple learning styles mainly social, mastery, and
auditory
Multiple methods of proof in lesson closure

VAT 1 Designing Meaningful

Tasks
The design of Mr. Bedleys task is a huge
contributing factor to the effectiveness of the lesson
Brown & Brown (1993) state that a major component
of constructivism is posing problems of emerging
relevance to learners
A constructivist approach includes meaningful tasks
that give students enough time to explore and make
meaning I would recommend that he find more
relevant, real-world tasks to connect to the concepts

VAT 1 Plan of Action

Read Good Questions for Mathematics K-6
and highlight some key questions
Work with a grade-level team to design real-world
curriculum tasks based on the questions that align
with his units
Participate in #elemmathchat on Twitter read
blogs under the hashtag, and get ideas/resources
from those educators
After designing and implementing some tasks, get
feedback from his Math instructional coach

VAT 2 Engaging Multiple Learning Styles

Choice and creativity are 2 major factors in lesson
design to reach self-expressive learners (Marzano, 2010)
This lesson lacked the choice element for students, and
their ability to create something new with their
mathematical knowledge was limited
The lesson focused heavily on student discussion, and
didnt have a way to reach more introverted learners
Additionally, there was a lack of visuals in the lesson to
aid more visual learners

VAT 2 Plan of Action

Provide students with a Mathematical Choice
Board to help improve engagement in the lesson
Have students use technology purposefully to
respond (such as Poll Everywhere or Kahoot) to
reach more introverted learners
Let students create or build to demonstrate
numeracy knowledge as a part of the lesson

VAT 3 Purposeful Student

Discussion
Concept-based mathematics teachers have students purposefully discuss
answers to develop mathematical relationships (Marzano, 2010)
I would recommend he structure his student discussions more
purposefully in order to help students construct their own knowledge he
should step in and intervene
Read the book Classroom Discussions in Mathematics (Chapin, OConnor,
& Anderson) try out having students participate in quicker pair-share
activities and for students to generate questions from their discussions
Implement the discussions & record snippets of student conversations to
discuss with my grade-level team during our Analyzing Student Work
PD time

Conclusion
Reflecting on the video helped me to clarify some of my
stronger teaching practices and target areas for
improvement in my own teaching
Some areas that I am strong in are designing meaningful
tasks, purposefully differentiating for students, and using
technology effectively to reach all learners
Viewing this video through the lens of constructivism and
social-emotional learning helped me realize I need to
improve in building a collaborative classroom culture and
having more purposeful student discussions