Self Assessment

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON
Grace Culbreth
Link to video: https://youtu.be/W67zoe7y3Uc
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
o
o
o
o
Notes:
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
I made good eye contact with the class and made sure I
looked at different areas of the room and didnt focus on
just one group of students. I had the students get into
pairs with the person across from them. I tried to make
sure I called on a variety of students when asking
questions and having them show their work.
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
Notes:
I used an Elmo camera to show the work I was doing for
the students to see. All of the students were able to see
the problems and I made sure I read them aloud and
talked through the problems with them. I spoke clear so
all the students could hear and understand what I was
saying. I did nit vary the exercises in the class much, I
had them work in pairs and then individually, but it was
not the most interesting lesson. I made sure that the
students had time to think through a problem. I didnt
want them to answer right away, I had the students tell
me what varieties of ways they could
o
o
one explanation may not be sufficient for all

students.
I help the students form working principles and
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.
Notes:
When giving the students problems to work out I wanted
them to relate personally to them. I used the students
names and activities they may encounter during the day.
I gave the students good feedback when they did
something right. I provided experiences and models of
timelines on the Elmo for the students to see while I was
teaching.
I treated the students with respect and they were

very respectful to me while I was teaching.
I wanted to make sure that the students used
different ways to figure out the problems given to
them. I had the students demonstrate on the board
for the class how they figured out the problem.
The activities had the students think and were
organized. The problems were more difficult
because they were going back in time and the
students seemed to struggle with that at first. They
were able to figure out the best possible way to get
the right answer and were able to share that with
the class. I had the problems be meaningful for the

III. The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success
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.
students by using their names in the examples.
Video Observation
Notetaking Tool
Observers name: Steffani Baxter __
observed: Grace Culbreth
Lesson
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?
Notes
The students are very invo

lesson. There was time for
to ask questions and talk w
teacher.
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?
The students were able to

when they were confused a
something. Grace did a goo
a real life example to help
understand the concept of
3. Describe the interaction in the

classroom.
The interaction between th

and the teacher was very p
did a good job of praising t
when they did something r
Student Learning
Notes
1. What evidence do you see that

indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?
Students were given the op

practice the skill for that da
good job of telling the stud
were supposed to be learni
day.
3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor student
progress?
Students were given an ex

they were asked to solve a
just like they had done in c
looked at the exit slip to se
students had gotten the rig
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?
Grace did a good job of facilit

teaching the students at the s
There was time when she was
doing the talking and others w
students were doing the talki
Students were working on tel

students were given a time p
were asked to find the start ti
given the end time.
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?
Grace asked questions tha

students to think a little ha
content that they were rev
asked questions such as h
get that and did anyone e
problem in another way?.
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
Students did a few problem

and then had a few that th
practice on their own. Once
had practiced on their own
them an exit slip to assess
Grace allowed plenty of wa

students to respond and th
answer to the question.
learning environment? (Procedures,

securing attention, time on task, etc)
Grace walked around the c

make sure all students wer
they were supposed to be
Feedback
3-2-1
3 Affirmations based on the observations and

evidences above
- Great job of giving the students time to think
- Great job showing practice problems
- I liked the way, you involved the students
2 Questions for Consideration
- How are you going to gain the students
attention when you want to start the lesson?
- What will you have students do when they are
done with their work?
1 Recommendation
- When you start the lesson make sure that you
gain the students attention.

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CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

I establish good eye contact with my class. I

I arrange the seating in my class to suit the

My handwriting on the blackboard and /or

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

one explanation may not be sufficient for all

I treated the students with respect and they were

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

students by using their names in the examples.

Purpose: To provide a framework for reflection and collaborative

Directions: Read over the guiding questions below. As you view

The students are very invo

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

2. Were there opportunities for students

The students were able to

3. Describe the interaction in the

The interaction between th

1. What evidence do you see that

Students were given the op

3. What evidence did you see that the

Students were given an ex

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Grace did a good job of facilit

Students were working on tel

Grace asked questions tha

4. What tasks are students doing? Did

Students did a few problem

Grace allowed plenty of wa

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

learning environment? (Procedures,

Grace walked around the c

3 Affirmations based on the observations and

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

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