—— gE FARMINGTON Video Self-Analysis ex Atweod ** DM uamer, Tucver Nitood (elf Student: Tuck Analysi Subject/Topte/Sil: Addng/ Sula a wg. Polynomials crate Level Progedures: sy Optain permissio sto veo students Video practice lesson toaclimate students to he came! ‘Set up the camera etmeae you a the students if possible fo ecm son te fossil. you willear more about your teaching, Video the lesson sagging portion of student work tie, items, Submit he fom and lesson plan to your supersar bythe (fo emer ante em signed due date sansa et 3 Stantar Peay Met 4 Sandaasatagory Met” § Sanday Exceeded Evaluation scale 1 tandardNot Met 2, stand Digantaton ad Preparation Do you T T 1 aon and Prepes in lar ona ers and Floto he Previn T2T3 | * 225g a cunmai na pln wih sees Gig cst Tpz1s ae rg oth trations rom one opctoanoes Tay rH ate the day's se ming presentations? theta lak) either too iva dass period? rp pe kas. 1t2 Tai) Teta bays) Did nol write learning abjectives orn the bord, Lut $id explicitly siete therm, pi ret Aesvaumon scale: Sanda Nott 2 Sundari et 3, Snir uy Met 4, Saad ate Sambnce [RanIPTRSSiyleof Presentation: Do you = ibe © *TSpeatna clear, strongvoice that cam be easly heard? zs OT F—Sevatcatarrate that allows students to take notes? zs (a) Talk to the clas, not the board or windows? ra (8) 4. Tisten carefully to student's comments and questions without interruption? res. a So Present ina style that maintains student attention? sate ts] @ Sera a tention prior to beginning less By wing an engaging, creative zs opening? TO} 7 pean sprlate amounts of wat tine forall students hroughout telesson? | 1 | 2 ay Foe ppropriate manter to enhance the learning processfor your [ ¥ 2 students? ‘Comments: rs C Sometimes stude cludes all sindents to Keep uses effect wis ave off—Jask, vely but presentation < Yincon engaged. Technol © Clarity of Presentation: Doyou 7. Define new terms, concepts, and principles? “Give examples, Mustrations, of applications fo clarify abstract concepts? | Explicitly relate new ideas to familiar ones? “Tee alternate explanations when students do not understand? 2 3. fSobmto know whether or not the cassis understanding you? 5. 6 Pace presentation to match lass comprehension? Tiefrain from needlessly digressinggrom the main topic? ‘Write legibly and clearly on the board or overt (0. Move purposefully engage students? z ‘Bo Use handouts and audio visual aids effectively? 9, 7 ‘hroughout te classroom and lesson to monitor, assist and “Comments Silents Are More likely do accept failure hope, bu they re ¢ en | brougkt back. J than I wouldLEvahiation scale: 1. standardNot Met 2.Standand Minimally Met 3. Standard ParvllyMet_4, Standard SetsfrtorlpMet_§,Standar Breceded [Standards |D_ QuestioningSkills: Do you oO 1. Periodically ask questions to gauge whether students need more oF Tess Tpzyse | information on atopic? (EEETL |Z Ask different levels or kinds of questions to challenge and engage students? Tp 2s as [(@)_— [3 Pause sufficiently afterall questions to allow students time to respond? rp2 ps paps) (a) 4 Encourage students to answer difficult questions by providingcues or rephrasing? | 12 | 3 (a)i'S (a5) SAnswer questions directly before elaborating or givingadditional information? [1 [2 [3 (YS (8) | 6. When necessary, ask students to clarity their questions? T[2 13] aS "7 Ask follow-up questions if a student's answer is incomplete or superfiial? rp2t3 las Multiple explanations are given with differing wording, but ever Move could be sed. Standard” [E Student interest and Participation: Do you =F {.48) 1L_ Encourage students” questions? Ta 2) Z._Accept other point of view? E 1L2 [1.27) 3. Provide opportunites for students to practice what theyare earning? af 2 23) Incorporate students" questions and concerns into presentalions? tbe Comments: ove iWcluded or at least encouragetats sale sande, 2 Sundin 3 sandardPoraye Sanat Sond Jean gag sunt San sete nf ran fassronm Ginat: Deyo — spawns area rommaatony 12 13 Ta at FT ae and female sents equal umber? reps ee {ES} fa Gaon students of diferent etic groups equal nunibers? thes ae H So er and erpondtasineits commentand questons? [t[ 2 [3 14 (Ce —¥ Give esac encouragement com and prise evenbandely? terse 6) See amor ase appropriately and elective? rberetets Eames The learnin envionment fosters os itiv ty, evigagemer and collaborate vn belween students and between Student ang teacher Santana [6 Dikeasion Doyou : peers | 5] (8) eH sudo paiipaein teases? TE G2) Fe area yc students and prevent dominating student rom manopoTizing the zhao | discussion? = ce - fe aa) 5 Tom monoplane Beason youre shea aa} rere trage students to question one another? recat tsy 5 E ietate ferences of opin? a raters [fay ——e—Bringlsureto te dissin? eats Comments Students ove interactive and participatory, but louden/ more confident Students ave a tendency 4 dominat e discussion. UETsEsTapio ways which you dT oF AT not moot the esson's objectives). How doyou know? Students were able Jo combire previo knowledge of Combining live tetms with view tholerinl, There Vere es Mommon Misco but the compaviscn’” of re -ascecgeneris ond summodive assesgnenlg showed a lot of popes] What would you repeat if you were to teach this lesson again? a = a TE TL vere to peat dis lesson, F worl) Continue to include mulbyple forms of technological assessment Pliers and Kahoet definitely added a “level of evyaseevei rng ai WOT aT ya wae ae reso A T would provide more time {or Ahe hook. Students loved it ond were bevirg a blast, bub then T endtel it 400 early. ‘What goals) wai you set Tor yourself based ons alysis? Loontinue worning with various forms of technology. Give. students “an oppropriete ornoum of time “Fo mplele fasts: cornplede dent o chance fo voice their opinion. rb