Taylor Daniels Video Analysis

-Accurately describe your interaction patterns from the audiotape and support
your descriptions with evidence
-Accurately describe and provide rationale for the desired state of interaction
patterns
- Compare the actual state of your teaching with the desired state represented in
your developing research-based framework and make appropriate
recommendation and concrete strategies that will move your interaction patterns
progressively toward your desired state of teaching

Overall, I was very pleased with the outcome of this lesson and my teaching. I
was able to concentrate on my goals for the students and emphasize them throughout
the class. Students were problem solving, collaborating (social learning theory), and
demonstrating active, mental engagement (constructivist learning theory) during the time
period. I was able to work through my logic flow and achieve my objectives for the first
lesson our group planned. To begin my teaching, I brought in two different plants for
students to observe and talk about (developmental learning theory). One plant had soil
and one did not, this was to confront students misconceptions present on the formative
assessment given the week previous to this lesson (ElSci 13).
During the 10 minutes of my video, the section with the highest total was lectures
or gives directions, I found most of these points were from giving directions, such as
write this in your notebook, write it down, or think about I think for the end goal
and experiment for the lesson the directions given were needed. However, I had 3
statement or rhetorical questions, most of which were due to repeating directions for the
students, or stating, these are the supplies we have. I am unsure if my total time of
lecturing or giving directions is too high, sometimes I found myself thinking, ok Taylor,
they got it, you dont need to repeat.
I had one yes-no question in the second 5 minutes of my video, it was in
response to students inquiring about how many beans they need, I asked them if they
remember what our main question is (the question we are using to guide our
experimenting.) I caught myself in another section of the video where I started to ask a
yes-no question, but reworded and changed it to a how question. It was interesting to
observe the yes-no question during my own teaching, because they really are pointless
questions and students would have been just fine without it.
In regards to the thought-provoking short answer questions and extended answer
questions, I felt I was proficient with the questions I asked. This is especially true when
compared to my previous recorded lessons, I think I have improved with asking more
whats, hows, and whys. I found it was helpful to generate my lesson around a how
or why question, by doing this, I can ensure I use more thought-provoking questions in
future lessons. By asking, How do you purpose we investigate this? referring to the
question of if a plant will grow without soil. Students were able to generate their own
experiment and make their own decisions on conducting this to try and answer our
question (ElSci12).
I included a lot of what do you think about what ____ just said? into my
teaching, which helped students work and learn from each other. It also helped me from
repeating student comments, which was a bad habit that showed in my first lessons,
which also undermined my goals for students. During the 10-minutes of the video, I
repeated students comments once and I know this is definitely an annoying mannerism I
have and need to continue to improve. We (as a group) will be talking about resources
and students list off resources such as, water, soil, air, and I repeat what they say. It is
not necessary and I need to just shut my mouth! My desired state for this is to ensure I
am being clear and students remember our topic, however, I think a way to confront this
issue is to write down their responses on the board.
I need to get comfortable not talking and need to be ok with silence. As stated
above, I found myself being annoyed with how much I would repeat directions or
statements. I think my desired state for this is to just to ensure I am being clear. This is
a habit I have both inside and outside of the classroom.
Overall, I felt that my desired state for interactions came through in the lesson.
My classroom management was good, I moved away from the student talking to make
sure they are talking towards other students; I feel that I have good rapport with my
students and am respected by them. I wanted students to be engaged and I wanted to
promote my goals for the students and I felt I did this. I look forward to the next lesson
to see the progress of students experiments.

Develop a written transcript of 10 sequential questions and the SATIC code you
gave each (19:00 ish)
a. What do you think, what do you want to do to investigate this? (3c)
i. How do you purpose we investigate this?
b. Research in what ways? (11)
i. What do you mean by that?
c. What do you all think about what Jace just said? (12)
d. How do you think we should try it? (4)
e. I dont knowwhat do you want to do? (6 & 11)
f. What do you think June? (11)
i. Follow up with, why?
g. What do you think Ian? (11)
i. Follow up with why?
h. Raise your hand, what do you think, what do you want to do? (3c)
i. How do you propose we try it? (11)
j. These are our supplies, what do you think? (3c).