Link:

https://www.youtube.com/watch?v=KUmZ8XSI9MM

Self Assessment
Content Knowledge
Notes:
o

o
o
o
o

I establish good eye contact with my class. I

do not talk over their heads, to the blackboard
or to just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o

o
o
o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.
I help the students form working principles and

I walk around the room and look at each table. I started

with the students together, and then I split them up to
their table.
I talked to all of the students throughout the lesson.
I had the students divided at their tables.
Some tables needed more help than others, so I spent
more time with these tables. We met in a large group and
small groups.

Notes:
I had the students at their tables.
The lighting was good in the classroom. The material
was ready early. I had to use tape, so I should have
thought of this before!

Notes:
My handwriting is neat. I did not think that I needed
tape originally for the skittles, but I realized that I would
need them. We looked at a video and discussed in a
whole group before they sat at their tables to use the
manipulatives.
I explain the concept at first before I send them to their
tables.
My voice was loud yet calm with the class.
I gave my students time to talk to one another before
they answered the questions.
I did not ask as many questions as I should have
throughout. I gave the students time to work on these

generalizations.
Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.
I plan for "thinking time for my students so
they can organize their thoughts and plan what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activites are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centred" activities which give all students
an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn differently.
My exercises are varied, some ore visual, aural, oral
and kinesthetic. I provide models,
examples, and experiences to maximize learning in each
of these areas.
I finish my class period in a way which will review
the new concepts presented during the class period. My
students can immediately evaluate their understanding of
those concepts.
III. The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success

problems, but I shouldve asked more questions to the

students.
The students practiced this skill throughout the entire
lesson.

Notes:
I stand near my ELL students to help explain the
concept. Due to his lack of language, I stand to give
more explanation as they work.
I gave the vocabulary words that we would be using
throughout the lesson.
I encourage the children and recognized the tables that
were on task.
My activities were hands on. The students were speaking
and listening as well as using manipulatives.

My exercises did not vary due to the topic of the

lesson.
The activities focus on the lesson throughout. We
use the same vocabulary and practice with
different problems.
I did not provide many different ways for my
students to learn. I had other ways in my lesson
plan, but I was not able to do it due to time
constraints. In the future, I could provide another
way in the teaching section.
The closure went back to the engagement. The
students were able to see if they understood the
lesson or not based on the questions.
The activity was very hands on. The students were
able to use skittles to show equations. There are a

rate, leaving enough room for error tomake the activity

challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.
I make the content of the activity relevant and
meaningful to my students' world.

few higher level students in the class, and I think

that this was below them. I did not know how to
increase the complexity of the activity.
I struggled to relate this to the students world. In
my engagement, I was able to set up a situation
that I wanted to give two people the same amount
of skittles. This made it more relevant

Video Observation
Notetaking Tool
Observers name Whitney Locke

Lesson observed Ellie Knox

Purpose: To provide a framework for reflection and collaborative conversations

about teaching and learning.

Directions: Read over the guiding questions below. As you view the video, jot
down notes about what you see and hear. Note any examples or evidence to
support answers to the questions.

Student Engagement/Classroom Involvement

1. How are students involved in the lesson?
What is the extent of student involvement?

2. Were there opportunities for students to

ask questions? What kinds of questions
were they asking?
How did the teacher help students make
connections to what they were learning?

Notes

The students answer questions throu

The teacher used a Sesame Street v

students connect what they were lea

something that they were already fa

3. Describe the interaction in the classroom.

Student Learning

The teacher created an environment

the students to communicate back t
was teaching.

Notes

1. What evidence do you see that indicates

student learning?
2. Was the learning outcome explicitly conveyed
to the students?

The students are answering question

throughout the lesson.
The learning outcome was stated at
the lesson.

3. What evidence did you see that the learning

goals were achieved?
4. How did the teacher monitor student
progress?

The students answered the question

The teacher monitored the progress

walking around and watching how
the skittles at their seat.

Instruction
1. What is the teacher doing? (Facilitating,
lecturing, co-learning, etc.)
2. How was content/concepts presented to
students? Was there adequate explanation of
the concepts to ensure student learning?

3. What kinds of questions did the teacher ask?

What questions provided opportunities
for students to explain, defend,
compare, evaluate?
Did the teacher wait for responses?
Probe for deeper understanding?

4. What tasks are students doing? Did the

students have the opportunity to practice their
new knowledge or skill? Did the practice help
support the learning outcome?
5. How did the teacher manage the learning
environment? (Procedures, securing attention,
time on task, etc)

The teacher is facilitating and lectu

Videos and concrete objects were u

explanation of the content. The teac
examples to explain the content.

The teacher asked the studen

beginning of the lesson that s
them answer immediately. Sh
about the question. While the
working at their seats, the tea
around and asked questions t
students to defend their think

The students practiced the skill at th

skittles. The skittles practice helped
master the skills

 The teacher used something that the

(skittles) to grab their attention at th
throughout the lesson.
The teacher made the students prom
not to eat the skittles. This helped th
on task during the lesson.

Feedback
3-2-1

3 Affirmations based on the observations and evidences

above
1. The students were engaged the entire time because of the skittles.
2. The teacher allowed the students to discuss what they were learning multiple times.
3. There were a variety of examples and explanations given to help the students master the
skill.

2 Questions for Consideration

1. Do the students already have some knowledge about the equal sign?
2. Could you introduce a simple equation such as 4=4 to help the students understand what
an equal sign means before having them do an addition equation if they are not familiar
with the equal sign at all?

1 Recommendation
1. After the students have shared have discussed what they are doing at their table, maybe
have the students create some questions that they have about the skill.