2fin-Task2-Task2-Complete Video Log-Task1

Introduction to Preclinical Experiences (ABP1)
Video Logs and Observation Forms, Performance Tasks 1–4

Important:
 This course provides an opportunity to observe real teachers and students in real classrooms across the country. Even if you have classroom
experience, these videos will allow you to observe a variety of National Board Certified teachers at work in their unique classrooms.
 This form provides official documentation that you have completed 40 out of the 100 required hours of preclinical experience. Take care to
complete it fully and accurately. If any fields are left empty or unselected, your submission will be returned.
 You must log at least 10 hours for each of the four tasks, totaling 40 hours; start early and schedule chunks of time for focused viewing and
critical reflection.
 You must watch 10 videos for each of the four tasks, and none of the videos may be repeated from task to task.
 As you watch, imagine yourself in the role of the teacher, and consider how you might apply similar techniques in your own classroom.
Instructions:
To ensure there is no duplication of video observation among tasks, you must submit this entire document for each task.
1. Complete the Task 1 section of this form, and then submit this document in its entirety. (Video logs and observation forms for Tasks 2, 3,
and 4 will be incomplete.)
2. Complete the Task 2 section of this form, and then submit this document in its entirety. (Video logs and observation forms will be complete
for Tasks 1 and 2 and incomplete for Tasks 3 and 4).
3. Complete the Task 3 section of this form, and then submit this document in its entirety. (Video logs and observation forms will be complete
for Tasks 1, 2, and 3 and incomplete for Task 4.)
4. Complete the Task 4 section of this form, and then submit this document in its entirety. (All video logs and observation forms will be
complete.)
Table of Contents:
Task 1: Classroom Environment and Management
Task 2: Standards, Academic Language, and Discourse
Task 3: Diverse and Exceptional Learners
Task 4: Instructional Models and Strategies
1
Task 1: Classroom Environment and Management
Name: lawrence shrum
Date Completed:
Task 1 Video Log: Classroom Environment and Management

Optional Suggested Videos
ATLAS: Video Observation Program
You must watch 10 different videos for each task, and none of the videos may be repeated from task to task.
Video Case # and Title Date Total Grade Subject(s) Total # # SPED # ELL # 504
Observed Minutes Level(s) Students Students Students Students
Spent* ** ** **
Example #2162 Acquiring Specific Viewing 10/5/19 # min. K Literacy & English Language Arts 21 NA 6 NA
Strategies in Order to Comprehend
Visual Text
Video 1 #1836 Activating Background 12/nov/2 120 min. 8 Science 14 2 n/a 2
Knowledge About Force and Motion 019 Physical Sciences - Motion and
Stability: Forces and Interactions
Science and Engineering Practices
Video 2 #581 Analyzing Native American 11/nov./2 60 min. 3 Art 21 10 n/a 11
Cultures to Develop Collaborative 019 Creating Works of Art
Skills Social Studies
U.S. History
Video 3 #1250 Analyzing Nonfiction Through 10/nov./2 60 min. 6 Literacy & English Language Arts 15 n/a n/a 5
Discussion 019 Discussion
Reading - Integration of
Knowledge and Ideas
Video 4 #954 Conceptualizing Food Webs and 10/nov./2 60 min. 5 English as a New Language 23 n/a 23 23
Expressing Energy Relationships 019 Science
Video 5 # 675 Demonstrating Effective 10/nov./2 60 min. 3 Literacy & English Language Arts 25 3 n/a 3
Speaking and Listening Skills in 019 Listening
Presentations on Butterfly and Frog Presenting
Life Cycles and Invertebrates Speaking
Video 6 #132 Analyzing Selected Artworks 11/nov./2 60 min. 6 Art 26 9 26 9

from Pablo Picasso and Vincent Van 019 Art History
Gogh
2
Responding to, Interpreting, and
Evaluating Works of Art
Video 7 #1111 Analyzing Statistical Data to 9/nov./20 60 min. 9 Social Studies 28 n/a 10 n/a
Understand Demographic Challenges 19 Geography
and Solutions
Video 8 #1273 Developing Collaborative Skills 10/nov./2 60 min. 9 Career and Technical Education 24 1 n/a n/a
Through a Lego Engineering Activity 019 Engineering, Design, and
Fabrication
Video 9 #846 Eliciting Student Understandings 9/nov./20 60 min. 6 Science 22 6 1 6
About Changing States of Matter 19 Earth and Space Sciences - Earth's
Systems
Video 10 #1854 Identifying Real Ocean Floor 10/nov./2 60 min. 6 Science 28 3 n/a 3
Features Through Modeling 019 Earth and Space Sciences - Earth's
Systems
Total time spent on Task 1 must equal a minimum of 600 660 min.
minutes (10 hours). 
*Times will vary. For videos used to complete a prompt, include the amount of time spent watching the video, reading the commentary, completing the video log and observation
form, and answering the related prompt (approximately 80–90 minutes). For videos not used to complete a prompt, include the amount of time spent watching the video,
reading the teacher commentary, and completing the video log and observation form (approximately 30–45 minutes).
**These numbers must be provided to you explicitly within the instructional context section of the commentary. Do not make any assumptions. If information about the number
of students is not provided, mark “NA.”
Task 1 Observation Form: Classroom Environment and Management

Select “O” if you observed the statement in the video or the commentary. Select “N” if you did not observe the statement in the video or
commentary. Be sure your “O” and “N” responses align with your responses to the related task prompts.
Topic 1: Classroom Environment Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher implements rules and procedures to O N O O O O O O O O
maximize student learning.
The teacher arranged the classroom to maximize O N O O O O O O O N
student learning.
3
Topic 2: Teacher Disposition Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher responds to student misbehavior. N N N N N O N N N N
The teacher’s actions create a respectful environment O O O N O O O O O O
for communication.
The teacher uses various types of classroom O O O O O O O O O O
management strategies to honor the legal rights of
students.
Topic 3: Effectiveness of Environment Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The classroom in this video is a highly effective O N O O O O O O O N
environment.
Topic 4: Modifications or Accommodations Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher modifies or accommodates instructional O N O O O O O O O O
goals, strategies, and content to meet students’ needs
and enhance learning.
Reminder: You must submit this entire document each time you submit one of the four tasks.
4
Task 2: Standards, Academic Language, and Classroom Discourse
Name: lawrence shrum ( kenny)
Date Completed: 24/dec./2019
Task 2 Video Log: Standards, Academic Language, and Classroom Discourse

Spent* ** ** **
Strategies in Order
Video 1 #605 Building Awareness of Diet and 27/nov./2 60 min. 4 Mathematics 21 3 n/a n/a
Effects on Arterial Blood Flow 019 Measurement and Data
Science
Crosscutting Concepts - Structure
and FunctionScience and
Engineering Practices
Video 2 #1198 Shaping Musical Phrasing 27/nov,/2 60 min. 7/8 Music 38 n/a n/a n/a
019 Choral/Vocal
Video 3 # 82 Analyzing and Discussing "The 27/nov./2 60 min. 6 Literacy & English Language Arts 31 n/a n/a n/a
Veldt" by Ray Bradbury 019 DiscussionReading - Integration of
Knowledge and Ideas
Video 4 # 843 Exploring Thermal Energy 27/nov./2 60 min. 6 Literacy & English Language Arts 19 2 3 n/a
Transfers in a System 019 DiscussionReading - Integration of
Knowledge and Ideas
Video 5 # 45 Monitoring Fat Absorption from 28/nov./2 60 min. 5 Mathematics 19 8 n/a n/a
Favorite Snacks 019 Measurement and Data
Science
Video 6 # 1377 Learning the Scientific Process 28/nov./2 60 min. 3 Mathematics 25 8 n/a 8
by Investigating Beetles 019 Measurement and Data
Science
Life Sciences - Ecosystems:
Interactions, Energy, and
5
DynamicsScience and Engineering
Practices
Video 7 # 18 Using Social Skills to Learn How 28/nov./2 60 min. k,1,2 Exceptional Needs 11 11 n/a 11
to Give and Receive Compliments 019 Mild/Moderate DisabilitiesSocial
Skills
Video 8 #131 Analyzing and Constructing 28/nov./2 60 min. 9 Literacy & English Language Arts 26 n/a n/a n/a
Meaning from a Non-Fiction Text 019 Reading - Key Ideas and Details
Through a Socratic Circle
Video 9 # 263 Finding Percentages Through 30/nov./2 60 min. 6 Mathematics 23 9 n/a 4
Mathematical Discourse 019 Ratios and Proportional
RelationshipsThe Number System
Video 10 # 1108 Engaging in Discussion about 30/nov./2 60 min. 11,12 Social Studies 28 n/a n/a n/a
American Imperialism 019 U.S. History
6
Task 2 Observation Form: Standards, Academic Language, and Classroom Discourse
Topic 1: Standards Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher shows an awareness of standards related to O O O O O O O O O O
the subject area of the video (i.e., language arts,
mathematics, biology).
The teacher uses activities that align to standards or O O O O O O O O O O
objectives.
Topic 2: Academic Language Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher effectively uses academic language in O O O O O O O O O O
classroom discourse.
Classroom discussion is purposeful and allows for O N O O O O O O O O
meaningful exchange between students.
Topic 3: Classroom Discourse Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
Students actively participate in classroom discussion. O N O O O O O O O O
Students engage with their teacher and peers using O N O O O O O O O O
classroom academic language and discourse to access
the standards-based content.
Norms of discourse are used to develop a safe N N N N N N N N N N
environment, establish boundaries, and move the
discussion forward.
7
Task 3: Diverse and Exceptional Learners
Name: lawrence shrum ( kenny)

Date Completed: 14/dec./2019
Task 3 Video Log: Diverse and Exceptional Learners

Spent* ** ** **
Strategies in Order
Video 1 Case #1625 min.
Verbalizing and Writing Transition
Words and Complex Sentences about
Historical Event
Developing U.S. History Content
Vocabulary
Discussing and Developing
Government Policies on Citizenship
and Immigration
Exploring U.S. Westward Expansion By
Using Effective Communication Skills
Analyzing, Interpreting, and Judging
Artworks Produced by the Works
Progress Administration
Cooperating and Drawing Inferences
from Reading in Preparation for
Journal Writing
8
Writing Cause and Effect Sentences
Investigating Bridge Designs and
Building Bridges
Discussing Fairness and Equity and
Immigration to Ellis Island
Creating Fractured Fairy Tales Using
Story Maps
*Times will vary. For videos used to complete a prompt, include the amount of time spent watching the video, reading the commentary, completing the video log and
observation form, and answering the related prompt (approximately 80–90 minutes). For videos not used to complete a prompt, include the amount of time spent watching the
video, reading the teacher commentary, and completing the video log and observation form (approximately 30–45 minutes).
9
Task 3 Observation Form: Diverse and Exceptional Learners
Topic 1: Diverse Learners Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher uses culturally appropriate resources. Select Select Select Select Select Select Select Select Select Select
The teacher shows consideration for students’ cultural or Select Select Select Select Select Select Select Select Select Select
linguistic diversity.
The teacher uses instructional strategies that meet culturally Select Select Select Select Select Select Select Select Select Select
diverse students’ needs.
Classroom conversations are reflective of a variety of Select Select Select Select Select Select Select Select Select Select
students’ backgrounds.
The teacher’s questioning techniques personally involve Select Select Select Select Select Select Select Select Select Select
students.
The teacher uses cooperative learning groups to foster social Select Select Select Select Select Select Select Select Select Select
relationships between culturally different students.
The teacher differentiates instruction to engage all students Select Select Select Select Select Select Select Select Select Select
in a listening, speaking, reading, writing, or thinking activity.
Topic 2: Exceptional Learners Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher modifies instructional goals, strategies, and Select Select Select Select Select Select Select Select Select Select
content to meet the needs of exceptional learners.
Instruction encourages exceptional learners to construct and Select Select Select Select Select Select Select Select Select Select
produce knowledge in meaningful ways.
10
Task 4: Instructional Models and Strategies
Name:
Date Completed:
Task 4 Video Log: Instructional Models and Strategies

Spent* ** ** **
Strategies in Order
Video 1 min.
Video 2 min.
Video 3 min.
Video 4 min.
Video 5 min.
Video 6 min.
Video 7 min.
Video 8 min.
Video 9 min.
Video 10 min.
11
Task 4 Observation Form: Instructional Models and Strategies
Topic 1: Assessment Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher assesses student learning. Select Select Select Select Select Select Select Select Select Select
The teacher modifies or adapts an assessment to ensure student Select Select Select Select Select Select Select Select Select Select
success.
The teacher adapts instruction based on student learning. Select Select Select Select Select Select Select Select Select Select
Topic 2: Instructional Strategy Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
Instruction encourages the learner to construct and produce knowledge Select Select Select Select Select Select Select Select Select Select
in meaningful ways.
The teacher uses instructional strategies that meet the needs of the Select Select Select Select Select Select Select Select Select Select
students in the class.
Topic 3: Learning Theory Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
A learning theory is evident in this video clip. Select Select Select Select Select Select Select Select Select Select
The teacher demonstrates knowledge of research-based models, Select Select Select Select Select Select Select Select Select Select
including various types of instructional strategies and theories to
support student engagement.
Topic 4: Technology and Resources Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
The teacher incorporates technology in the classroom to support Select Select Select Select Select Select Select Select Select Select
instruction or engage students.
The teacher uses effective and developmentally appropriate Select Select Select Select Select Select Select Select Select Select
instructional resources.
Topic 5: Student Engagement Video Video Video Video Video Video Video Video Video Video
1 2 3 4 5 6 7 8 9 10
Students engage with the teacher (e.g., whole class discussion, teacher Select Select Select Select Select Select Select Select Select Select
feedback, teacher-led small group).
Students engage with each other (e.g., discussion, collaboration, peer Select Select Select Select Select Select Select Select Select Select
feedback).
Students engage in higher-order thinking skills. Select Select Select Select Select Select Select Select Select Select
12

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Introduction to Preclinical Experiences (ABP1)

Video Logs and Observation Forms, Performance Tasks 1–4

Task 1 Video Log: Classroom Environment and Management

Video 6 #132 Analyzing Selected Artworks 11/nov./2 60 min. 6 Art 26 9 26 9

Task 1 Observation Form: Classroom Environment and Management

Task 2 Video Log: Standards, Academic Language, and Classroom Discourse

Name: lawrence shrum ( kenny)

Task 3 Video Log: Diverse and Exceptional Learners

Task 4 Video Log: Instructional Models and Strategies

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