Chandler McAlister

Spring 2015
Video Observation

Link:

https://www.youtube.com/watch?v=42Q_FjUi5HE

Video Observation
Note taking Tool
Observers name: Victoria Rivera

Lesson observed:

Chandler McAlister
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?
3. Describe the interaction in the
classroom.

Notes

Students are given several op

be involved in the lesson. The
collaboratively through turnin
Students are able to respond
questions and discuss.

Students were given the oppo

questions with each other dur
and talk portion of the lesson
walked around the room and
questions that the students h

Students are constantly involv

through turn and talk and wor
other to discuss potential them
story.

Chandler McAlister
Spring 2015
Video Observation

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

Notes
Chandler said upfront what th
would be learning for the less
Students are actively involved
and work together to discuss
are posed by the teacher.

3. What evidence did you see that the

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

Students were able to co

the teachers questions.
Chandler walked around
listened to student discu

Instruction

Chandler McAlister
Spring 2015
Video Observation

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 was doing c

Chandler introduced the
theme to the students an
what the idea of theme m
students and the teache
talking.
The teacher provided the
an excellent explanation
theme is and provided th
opportunity to determine
themselves.
The teacher asked the st
think about possible them
story of Cinderella. She a
defend why they believe
they said would support
The teacher provided ad
for student response.

After the teacher explain

theme, she gave the stu
opportunity to practice b
determine a theme toge
The practice did support
outcome.
The teacher ensured the
stayed on task during th
She walked around the r
on task behaviors.

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above

Chandler McAlister
Spring 2015
Video Observation

Allowed students to work with each other,

students responded well to this.
The way you read stories is expressive
and engaging for children.
Manage children well.
2 Questions for Consideration
How else can you allow students to
practice the idea of theme?
How could you have asked more thought
provoking questions?
1 Recommendation
Consider using an anchor chart

Chandler McAlister
Spring 2015
Video Observation

Self Assessment of Video Taped Lesson

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.

I used equity sticks to make sure that all

students were participating. I rarely pulled them
though. I gave the students more time to talk to
each other when asking questions rather than
having one student share their answer. Then I
would have one or two students share back out.
The students were paired together before the
lesson began so that they could turn and talk.
The students were strategically paired together.

Notes:
I had all my materials gathered before the lesson
began.
Students were arranged so that they were next to
their partners.

Literacy

C. Presentation
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

Notes:
Materials are student friendly and are written
with proper grammar and spelling.
I speak loudly enough for all the students to
hear.
The students were given a lot of practice
opportunities.
The concept of theme was shown in different
ways and they were to determine the theme in a
variety of ways.

Chandler McAlister
Spring 2015
Video Observation
explanations, models or descriptions,
understanding that
one explanation may not be sufficient for
all students.
o I help the students form working principles
and generalizations.
o Students use new skills or concepts long
enough so that they are retained and thus
future
application is possible.
o I plan for "thinking time for my students
so they can organize their thoughts and
plan what
they are going to say or do.

I gave the students examples and non-examples.

The students were given time to think and
discuss in different ways. Sometimes they would
answer out orally and sometimes they would
answer by writing in their journal.

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 activities 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-centered" 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

Notes:
I know that all of my students are different and
they learn in different ways. I tried to
incorporate different culturally appropriate
stories for the students to use during the lesson.
I should not have assumed that the students
would have known the story of Cinderella in my
engagement. I could read a short passage as an
engagement and example in the beginning
instead.
I could use more intentional praise while
teaching. Some is incorporated but not a lot.

I show my students respect and meet them at

their level.
I know that my students learn differently. Some
work was done whole group, in partners,
individually. Some work was done orally, and
some was written. This met students learning
needs. I could try to find a way to make the

Chandler McAlister
Spring 2015
Video Observation
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
rate, leaving enough room for error to make 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.

lesson more hands on.

I finished my lesson by reviewing the assessment
so that students were able to share their
thinking and think about their own thinking.
The students were interacting in the lesson
through turn and talk activities.
Students were given the goals at the beginning of
the lesson, therefore the lesson is focused.
The lesson was geared to my students knowledge
and challenged them through their practice
activity.