Week 6 Video Assignment (Alternate)

Week 6 Video Assignment (Alternate) – DUE WEEK 6 o Watch the following video on an 11 th Grade Reading lesson: https://www.youtube.com/watch?v=t8t3axJytqI o Use the table below to take notes while you watch the lesson. o Write a 1-page reflection answering the questions posed after the table. What did you observe? Time stamp Creating a positive learning environment (3 points). Identify two examples. This could be creating a safe, welcoming environment, establishing a positive rapport, supporting social-emotional growth, engaging the student in the lesson. 1. Praise: This teacher does a fantastic job of praising her student’s responses and validating what they are saying. Instead of telling students that they are wrong when they mention something that she wasn’t quite looking for she asks more students to elaborate and add to their response. This establishes a safe environment for students to explain their own interpretation where they will not be shot down. In turn, this teacher is likely to have more engagement and participation from her class 2. Group Work : Allowing students to collaborate with their peers gives students a sense of freedom. When in groups, they are not forced to adhere to the textbook classroom layout. They are encouraged to talk to one another in a productive way. This gives students a break from listening to their teacher as well as engages them more in the content since it is now on them to discuss instead of just listening. I also believe that group work communicates a level of trust from teacher to student. The teacher is giving them a task and trusts that they will use their time wisely and effectively. 3:23 and 7:30 Literacy strategies (7 points). Identify five specific literacy strategies that the teacher used as well as the activities that students participated in. In addition to 1. Guided Annotations: Students annotated a document recognizing important words,m sentences, and ideas. This strategy allows students to interpret what they find challenging or important from their own perspective. Through this process, students are demonstrating comprehensive reading and 1: 0:28 2: 8:33 3: 12:42 4: 14:48 5: Throughout Lesson

a description the strategy, explain why the strategy was used and what skills the students were learning/practicing. recognizing important parts of the text. 2. Graphic Organizer: Using a graphic organizer students choose three subjects to elaborate on and in group work to determine the theme. This organization tool helps students to understand the process to take when identifying the theme of a text. 3. Think-Pair-Share: Although students are given a limited item bank of words to choose from, students will interpret each differently. Giving students the opportunity to share how they interpreted the theme based on a subject word allows others to gain a new perspective on the theme. 4. Proof: Asking students to justify their reasoning and explain where they got an idea is an important reflection to ask of students. Some students may not have a hard time getting to a solid answer but unless they can prove it, it does not hold a lot of validity. She had students, in groups, prove how and why they reached their theme conclusion. This communication between peers is a skill that is very important to know how to utilize. 5. Recall: Throughout the class, the teacher asks students to identify important parts of text or vocabulary. This is an important strategy to use throughout a lesson to ensure students are recognizing appropriate definitions and ideas. Monitoring for student understanding and formal/informal assessments (5 points). Describe three examples of how the teacher monitored understanding and/or used formal or informal 1. Defining Context: As this teacher is leading her discussion with her students she informally assesses what “context” is. Before diving into a discussion on the context of this specific literature, she first wants to check to make sure that students know what context is defined as. This simple question reinforces a key idea in the class but also reminds students what it is she is asking them in 1: 1:27 2: 5:33 3: 18:00

The video lesson has made me realize that there was a lot to absorb from this video. The most noticeable and fluid piece I appreciated was how fluid her transitions were. Her class was flowing like water, it was not smashed together moving from activity to activity but rather utilizing knowledge from each step that complimented her transition into the next activity. This was noticed when she was in the front of the room, she asked students to write down important words that were found in their reading and it transitioned to a class discussion on the theme. Then she transitioned from their homework activity to the main idea of the class activity which engaged her students. She allowed students to work in groups to determine the theme as well as the strategy that was used. This activity gave students enough time to collaborate but also brought them back together for a whole class discussion before letting them finish their assignment. As I watched the video I tried to imagine how I could use her strategies in my Social Studie class. I can imagine that I could give students a history expert from the lesson we will be discussing so it will be a smooth transition into the lesson of the day. Having this transition will assist students to have more background knowledge of the history lesson being taught that day. For example, while discussing the Great Depression I could give students a journal prompt that would involve a song that represents the Great Depression and the students can write their thoughts about the song, and what it is saying about the Great Depression. When combining prior knowledge to background knowledge will open a class discussion about the Great Depression which will transition into the lesson and will have students more engaged. This will depend on the group of students in my class and it may work with some classes but not all. Some

classes may not be as engaged to have an open class discussion which will make me use an alternative route to introduce the lesson and get the students engaged. Another strategy that I will definitely use a lot in my classroom is think-pair-share. This strategy will assist students in understanding the different perspectives in history and will allow students the opportunity to work with a partner before sharing their opinions with the class. The collaboration of think-pair-share is a crucial part of learning as it can be used academically or in the student’s future careers.