FARMINGTON Video Self-Analysis Student: Mell 0. Ee\wnan pate: 2/1/lSbserver:_Se\f Subject/Topic/Skill: Seecia\ Wadniaterals Grade Level: 5h Procedures: + Obtain permission to video students, Video a practice lesson to acclimate students to the camera. Set up the camera to include you and the students if possible, Choose a lesson where you are teaching so that you will learn more about your teaching. Video the lesson, including a portion of student work time. + Complete the rating form and written response items. Submit the form and lesson plan to your supervisor by the assigned due date. Evaluation scale: 1. Standard Not Met 2, Standard Minimally Met 3.Standard Partially Met 4, Standard Satisfactorily Met 5, Standard Exceeded Standard [ A. Organization and Preparation: Do you (1.4) 1. State the lesson objective in clear identifiable terms and its relationship to the previous | 1| 2 | 3 | 4 class? @) 2._Emphasize and summarize main points with students during the class? Til2/3 (4) '3._ Make smooth transitions from one topic to another? 11/2/13 |@ (5) 4. Relate the day's session to upcoming presentations? a2 |e | fal 5,_Include neither too much not too little material in a class period? | (4) 6. Seem at ease with the material? ei @) 7._Begin and end class promptly? 1[2]3 | forget and discuss voith students hou it connects lo She \earnt opals er 4ho Unit. The Hansittons are smooth because, T stole Specific expectations dna Cont down to keep Honsion {ime Cairo’ CTE? savers Comments: T \ntrocluce +he regEvaluation scale: 1, Standard Not Met_2. Standard Minimally Met_3. Standard Partially Met_4. Standard Satisfactorily Met _§, Standard Exceeded Standard | B. Style of Presentation: Do you @) 1, Speak in a clear, strong voice that can be easily heard? i] 273 |@ys @) 2._ Speak at a rate that allows students to take notes? if 213 iC [ey 3._Talk to the class, not the board or windows? ls | 2823 o 5 (@) 4. Listen carefully to student's comments and questions without interruption? 1[2]3 {ays fal 5. Present ina style that maintains student attention? 1/213 5 @) 6. Obtain students’ attention prior to beginning lesson by using an engaging, creative [1] 2|@)| 4] 5 opening? (8) 7._ Provide appropriate amounts of wait time for all students throughout the lesson? 1/2/@y4/5 (i) ‘8. Use technology in an appropriate manner to enhance the learning process for your | 1i| 2 | 3 6 3 students? Comments: “T start thw lesson with the learning torget whicl ts not very en i elicit student atkwhion using co are response. = prove om Pauseves Nor as uch as £ Should have. Standard [C. Clarity of Presentation: Do you 4 1._Define new terms, concepts, and prit 3 (475 4). 2. trations, or applications to clarify abstract concepts? 3 5 (47) a 3 4 )5 ©. 4, Seem to know whether or not the class is understanding you? 3 (45 7. '5._Use alternate explanations when students do not understand? 3 5 | (67) 6. Pace presentation to match class comprehension? 1/213 (4) 5 (4) 7._ Refrain from needlessly digressing from the main topic? 1[ 21/3 [ls | (4,7,8) 8. Use handouts and audio visual aids effectively? 1] 2/3 |4)5 (8) 9. Write legibly and clearly on the board or overhead? aajeze|ea 5 @ 10. Move purposefully throughout the classroom and lesson to monitor, assist and 3/4|6| engage students? Comments: Wink thot this drea Was a strength. TE paced tu Tesson accordin 16 class comprehension gna Cane sey craeed for student understandyng . When F presented the ope “T connected + 4o what had been cliscussed 11, 41 previous Ran. YES ruling Vivshra tions and visual tepreceniahons Ay help Fodents ynderstOod She Greph Won shdend vere Wworksigg © circulared arcu Tha com te provide assistance” and keep students or taskEvaluation scale: 1, Standard Not Met_2. Standard Minimally Met_3. Standard Partially Met_4. Standard Satisfactorily Met _§, Standard Exceeded, Standards | D. Questi SI Do you © L lly ask questions to gauge whether students need more or less eae (#) 3 information on a topic? (4,5,6,7) 2._Ask different levels or kinds of questions to challenge and engage students? 1 @ 4/5 | (8) 3,_Pause sufficiently after all questions to allow students time to respond? 1|2 4[5 (8) 4, Encourage students to answer difficult questions by provi cues or rephrasing? | 1| 2 | 3. 5 (45) _ 5._Answer questions directly before elaborating or giving additional information? 1[2/3 |@ys5 (8) 6. When necessary, ask students to clarify their questions? 1{[2/3 5 LB) 7._Ask follow-up questions if a student's answer is incomplete or superficial? 213 cee “ory sheers one and assist Students in understandin hy ephons vestians are all pretty low level. T asi studeniy 10 the corcept but Is auld have included Noe application for {ray Stlens uO are sivong in Math. FT dia inciude vsort ne aster asking a question ut hot as Muchas” L should have. Standard _| E. Student Interest and Participation: Do you (4.48) 1. Encourage students’ questions? Tl2[@p4 2) 2. Accept other points of view? 1)/2/31|¢@ (12.7) 3._ Provide opportunities for students to practice what they are learning? 1/2/13|@ (2,3) 4, Incorporate students’ questions and concerns into presentations? 1/2] 3 (4 Comments: T conpierely skipped over a Students question. Tam not swe ¢ T dtd nor eoe itor tell taphit tons. govng to. be Giiswergs Var Lanes Sroutd Mave + answered He queshor nghtoa T do ask students iF they Rowe questions throvaheo Yhe lessonEvaluation scal 41, Standard Not Met_2. Standard Minimally Met _3, Standard Partially Met_4, Standard Satisfactorily Met _5. Standard Exceeded Standard _| F. Classroom Climate: Do you (27) 1,_Address students by name (and with the correct pronunciation)? (2.3) 2, Call on male and female students in equal numbers? (2.3) 3._Call on students of different ethnic groups in equal numbers? (3.8) ‘4, Evenhandedly listen attentively and respond to students’ comments and questions? | 1 | 2 |G.6) 5._Give feedback, encouragement, criticism and praise evenhandedly? 1} 2 @ 6. Ifuse humor, use it appropriately and effectively? i[2/3 [@rs Comments: “[_ pve munmal \erta| Redback Usvally only, ellis students 1€ Their Ginsu + rae Orrect. -Y Should Pave GWEN More “pratse on encouogenent hr oudhov Wo becca Standard |G. Discussion: Do you (28) 1. Encourage all students to participate in the discussion? 1 3 tH (2) 2, Draw out quiet students and prevent dominating students from monop ip2]3 discussion? Refrain from monopolizing the discussion yourself? 1213 (Gs ;. Encourage students to question one another? 1{(2y| 3 [45 3. Mediate differences of opinion? 1/2 /@/4[5 3. Bring closure to the discussion? i[213[@s jhe discussion included eath Student. I Mode sure that each ZL Ald not encoure . Students To question AE they agreect wi oe tasermates Grewer One another put J did ask Yd Pro at {v participate and demorsirat® Comprehension,Explain in which did lid not meet the lesson’s objective(s). How do you know? E iahee. Tal earl met the I son objecise, jens Classified the shap's but trey did Not explain Why he lassi fed tren. iin thar way “TL knew thai the students because ie 3 id Well With the formahye assessment but TF never \ Nassif\ chek Bem NS Siptain thei reasbringy Pep ere to tacks dine reson Comin T Would dedinitel 4 the hand lo NS. nm AN), Wu AVI Tepes Ie nands on Ot the beqininn are estony “This, was eng ina fer the chudents doe. T would also Oe We cinteat as jain Worked well to Check for indwidvat nderstan ching, - Snape achvik ong it ralped to build conten “The Students liked Using them and Describe changes you would make if you were to teach this lesson again. 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