Analysis_Worksheet_1_

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Modified from CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 Video Analysis Worksheet WS8.A3.H1 Page 1 1. Complete the chart for each video (15 points). 2. In your own words, summarize video in one paragraph, five to seven sentences (5 points). 3. Based on the video, identify three (3) developmentally appropriate practices used in the video. Provide the video time stamp where the practices are seen (30 points). 4. Analysis of Students: Using information from chapters one – three and nine – twelve to describe the learners in the video. Identify at least five (5) specific descriptors and provide evidence to support the descriptor from the text (50 points). Broad Example: The teacher used small group instruction. This aligns with principle of constructivism (Charlesworth, 2014, Chapter 3). Your descriptors should be more specific. Since all justification should come from the text, please include the chapter where the justification is found in your citation). What do you see? - View the video without sound to respond to each of the following: NB Video Analysis Questions 1 What is the extent of classroom involvement? What do you see that shows that students are involved? What do you see that shows that students may not be involved? What can you tell about the teacher’s level of involvement and awareness? 2 What do you see that indicates whether students are or are not engaged in the lesson? What facial expressions do you see? What does body language tell you? 3 What do the facial expressions or body language tell you about reactions to questions or answers? 4 What evidence do you see that students understand or do not understand? 6 What tasks do you see students doing?

Modified from CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 Video Analysis Worksheet WS8.A3.H1 Page 2 9 What do you see that indicates the nature of the classroom climate? What can you tell about student interactions? 11 Can you see if all (some?) students were successful in meeting learning goals? What evidence might you have seen that students were not successful?

CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 WS8.A3.H1 Page 3 What do you see and hear? NB Video Analysis Questions 1 What is the extent of classroom involvement (e.g., are the same students doing all the talking)? 2 Are the students engaged in the lesson? How can you tell? What do students’ facial expressions and body language tell you about the instruction? 3 What kinds of questions are asked? Can all questions be answered with a single word? How long of wait-time was given? Did the teacher ask students to explain and/or defend a answer or approach? Did the teacher ask students to compare or evaluate alternative interpretations or strategies? 4 Were there any opportunities for students to ask questions? How would you categorize the students’ questions (e.g., did they indicate confusion and a need for clarification or understanding and extension)? 5 N/A 6 What kinds of tasks did the teacher ask students to do? Do you think the teacher capitalized on the students’ previous knowledge and experiences?

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CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 WS8.A3.H1 Page 4 7 What instructional opportunities, if any, did the teacher take advantage of? How do you know? 8 What instructional opportunities, if any, do you think the teacher did not take advantage of? Why? 9 What evidence did you see of the students taking intellectual risks? Does the climate of the classroom provide a safe environment for getting something wrong? Do students talk to each other as well as to you? 10 Did the teacher encourage students to take risks, to speculate, to offer conjectures about possible approaches, strategies, and interpretations? 11 Were the learning goals for the lesson achieved? How would you adjust the lesson so the goals could be achieved by every student?

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