Video Lesson

Video Link:
https://www.youtube.com/watch?v=_tndmhXu1XM
Content Knowledge
Notes:
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
For my lesson I brought my students to the carpet

and created a discussion this helps me keep eye
contact with the students
I did stay in one area, but all student surrounded me.
I could of payed more attention to some students. I

did not call on some of the student because I could
not remember their names.
I did not divide students in small groups
Teaching/Learning
B. The Classroom
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.
Notes:
The seating was already arranged but worked well

for my activity.
Yes, I turned lights half off while presenting my

lesson. This helped the student view the materials.
I made sure to have all supplies before my lesson

began,
Literacy
C. Presentation
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
generalizations.
Students use new skills or concepts long enough so that
they are retained and thus future
Notes:
I did not use my own handwriting. I had everything pre

made using a PowerPoint. The font was clear, bold, big,
and visible for all students
I believe that all my student could hear me and that my

voice was at an appropriate level.
I could have provided student with more activities

throughout the lesson.
I did give multiple explanations for vocabulary words

and different situations. I made real life connections to
help the students understand.
application is possible.
I plan for "thinking time for my students so they can
organize their thoughts and plan what
I helped student make generalizations about reducing,

reusing, and recycling.
they are going to say or do.

Student did use the concept for the lesson discussion, the
practice, and the assessment activity.
I planned for wait time in my own lesson after asking a

question. I gave student an appropriate amount of time
to gather their own thoughts before the assessment
activity. I think I could have allowed for more time
between questions to allow other, slower to answer,
students an opportunity to participate in the discussion.
Diversity
D. Culture and Adjustment
I am aware that cultural differences affect the learning
Notes:
situation.
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.
I work for an atmosphere of understanding and mutual
respect.
I tell students when they have done well, but I don't let
praise become mechanical.
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.
The cultural differences did affect the learning situation

in the classroom. It is the teachers job to meet the
students where they are. I had to make connections that
these students connect to their own lives. I knew that
many of these students may not have ever seen the ocean
or river. Therefore, I had to talk about ponds or creeks
that they may have seen in parks and other areas.
I do respect the students in the classroom.

I did praise students when they were correct. I could
have done this more with their behavior.
I could of added more activities into my lesson. I felt
like it was too discussion based. I liked having the
pictures on the powerpoint, but felt like I could have
found a different way to present the material to the
students. The powerpoint ended up being more for me,
than it was for the students. I would of liked to add in
activities that allow the students to see the materials they
would be recycling.
Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I believe that I show my students respect, and

expect them to also respect me. I could have
found a better way to quiet the students. At one
point, I shushed them.
I plan "one-centred" activities which give all students

an opportunity at some point to feel
important and accepted.
I did plan a one centered activity that gave the

student ownership over their own work.
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
I do know that students learn differently. I knew

that I would have to differentiate during my lesson.
I provided oral and visual representations of the
material. After the lesson, I walked around and
talked with some of the students about the
discussion.I helped them clear up any
new concepts presented during the class period. My

students can immediately evaluate their understanding of
those concepts.
misconceptions they may have had.
III. The Activity
We did review the material at the end of the lesson
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 did not maximize student involvement during the

lesson. I should have found an activity for them to
do in between the discussion and questions. If I
could do this over again I would create a hands on
activity that allows students to be directly involved
in the reduce, reuse, and recycle movement.
I make the content of the activity relevant and

meaningful to my students' world.
Video Observation
Notetaking Tool
Observers name: CaDric Moulton
Lesson observed: Abby Wright
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 Notes

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?
3.
Describe the interaction in the classroom.
By having the students seated
on the carpet for the teaching in the lesson students were able to engage in the
lesson.
Student Learning
Notes
1.
What evidence do you see that indicates student learning?
2.
Was the learning outcome explicitly conveyed to the students?
3.
What evidence did you see that the learning goals were achieved?
4.
How did the teacher monitor student progress?
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? 1. The teacher facilitated
the students learning. She encouraged the students to be involved in the lesson by
asking the students questions throughout the lesson. She related the content she
was teaching back to something the students were familar with.
2. The content was presented on through PowerPoint. Each item that related to
recycling had its own slide. Abby gave great detail in helping the students
understand the content.
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? Abby
asked students numerous questions throughout her lesson in order to keep her
students engaged and so she could know what the students needed to be taught.
Some questions she asked the students were: What is the world reduce mean?
Why should we recycle?, and What is Earth Day? She gave students time to
think about the question that she asked and time to answer them. The students
provided feedback to the questions asked.
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)
4. While teaching is taking place students are watching the PowerPoint,

answering questions, and discussing different ways to help the environment. Once
the teaching if completed students are going to brainstorm various ways they can
reduce to help the environment.
5. The learning environment was managed by securing the students attention

before the lesson began. She made sure all students were paying close attention
and quiet. When students became disruptive she asked them to sit in a particular
area on the carpet. The lesson remained on task and students were engaged
throughout the lesson.
Feedback
3-2-1
3 Affirmations based on the observations and evidences above
When asking questions students were able to provide feedback to the

question that was asked.
Students remained on topic throughout the lesson, and were able to discuss
different ways to recycle.
When seated on the rug the students were fully engaged and seemed eager
to practice how to reduce on their own.
2 Questions for Consideration
Could you possibly have students participate in a hands-on activity to teach

recycling?
Is their away to engage the students differently during the engagement

portion of the lesson?
1 Recommendation
Potentially in your next lesson you may want to have students have
something they can complete with your guidance before sending them on their own
to practice the new content.

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I establish good eye contact with my class. I do not talk

For my lesson I brought my students to the carpet

I did stay in one area, but all student surrounded me.

I could of payed more attention to some students. I

I did not divide students in small groups

I arrange the seating in my class to suit the class activity

The seating was already arranged but worked well

Yes, I turned lights half off while presenting my

I made sure to have all supplies before my lesson

My handwriting on the blackboard and /or charts is

I did not use my own handwriting. I had everything pre

I believe that all my student could hear me and that my

I could have provided student with more activities

I did give multiple explanations for vocabulary words

I helped student make generalizations about reducing,

they are going to say or do.

I planned for wait time in my own lesson after asking a

The cultural differences did affect the learning situation

I do respect the students in the classroom.

I believe that I show my students respect, and

I plan "one-centred" activities which give all students

I did plan a one centered activity that gave the

C. Aptitude and Perception

I do know that students learn differently. I knew

new concepts presented during the class period. My

misconceptions they may have had.

III. The Activity

We did review the material at the end of the lesson

I did not maximize student involvement during the

I make the content of the activity relevant and

Lesson observed: Abby Wright

Purpose: To provide a framework for reflection and collaborative conversations

Student Engagement/Classroom Involvement Notes

How are students involved in the lesson?

What is the extent of student involvement?

Were there opportunities for students to

ask questions? What kinds of questions

What evidence do you see that indicates student learning?

Was the learning outcome explicitly conveyed to the students?

How did the teacher monitor student progress?

What is the teacher doing? (Facilitating, lecturing, co-learning, etc.)

What kinds of questions did the teacher ask?

What questions provided opportunities for students to explain, defend,

4. While teaching is taking place students are watching the PowerPoint,

5. The learning environment was managed by securing the students attention

3 Affirmations based on the observations and evidences above

When asking questions students were able to provide feedback to the

2 Questions for Consideration

Could you possibly have students participate in a hands-on activity to teach

Is their away to engage the students differently during the engagement

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