CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Brittany Bisese- Self Assessment

Videos:
https://www.dropbox.com/s/80sbp1gilcfh1bl/IMG_1.mp4?dl=0
https://www.dropbox.com/s/lyyejghblvqjacu/IMG_2.mp4?dl=0
https://www.dropbox.com/s/7rlbxdbneofw7u0/IMG_3.mp4?dl=0
*Click three circles at the bottom and click download if the video does not load. Should open in QuickTime Flash
Player.
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

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.

After looking back at the video, I seemed to call on most

students from the right side of the room. Some of the
same students were raising their hands over and over so
I tried to get new hands and did cold call at times. I
should be sure to call on students across the room. I use
formative assessment (raise a thumb) to make sure all
students are on the same page). I also make students
stand and retell me the directions of what they will be
doing.

Notes:
I arranged the thermostat, seating, and arrangement of
materials prior to class. I also set up the promethean
board prior to the lesson beginning.

Notes:
I walked around the room prior to the lesson to see what
student would an would not be able to see. After
watching the lesson I realize that students in the back
and the right side may not have been able to read the
chart even if they could see it. I thought that I gave clear
examples and asked for student participation frequently.
Later in the lesson I provide a variety of activities for
students to engage in the lesson. At some times I should

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

o

o
o

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
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 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-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

have asked students more questions about their thinking

or asked other students to restate another students
thinking. I also model my own thinking throughout the
lesson. I need to find a balance between modeling my
own thinking and expanding on the thinking of my
students!

Notes:
As I planned this lesson, I tried to pick examples and
passages that were free of bias. I knew that my kids love
rap music so I picked a rap video that talks about the
content of the lesson. I give students something to
actively listen for during the video. I also provided a
variety of materials for students to engage with (the
promethean board, videos, chart paper matching
activity, reading passage, and context clues activity
sheet activity).

Notes:
I catered to my auditory, kinesthetic, and visual
learners through offering physical matching of
concepts to examples, videos, oral instruction, and
reading activities. I did not review the concept at
the end of the lesson, I will need to do this in the
future. Students are involved throughout the lesson
and in activities also.

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

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 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.

Video Observation- Peer Eval:

Note taking Tool
Observers name: Rachael Celia Lesson observed:
Context Clues by Brittany Bisese
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 were answ

questions and then pla
vocabulary words in the
section of the song lyric

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

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?

I didnt see the student

many questions, this m
because it looked as th
a pretty good grasp of

3. Describe the interaction in the

classroom.

She is doing a good job

the students, and not a
students are respondin
well.
Notes

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

She asked questions an

were able to correctly r
The learning outcome w
stated to the students a
beginning of the lesson

3. What evidence did you see that the

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

The students are able t

answer the questions.
The students filled out

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?

She does a good job of

what they are going to
in the lesson.
She clarified student an
She used an anchor cha
information displayed.
She showed the studen
relating to the content.

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

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)

She asked students que

specifically about the c
The students were able
questions
She asked questions ab
students answers.
She waited for students
and helped guide them
if they didnt get it righ
The students are payin
what she is doing.
The students raised the
then stood when they g
answer.

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
Great classroom management, the
students knew how to answer
questions, and knew what they were
supposed to be doing and they did it.
Did a good job explaining the
material. She obviously knew the
content.
Did a great job using a variety of ways
and topics to teach students the
content.

2 Questions for Consideration

What are the students working on in
the other subjects/ in Language Arts?
Does this connect to the lesson?
Were you maybe moving too quickly
when you were introducing the
material?
1 Recommendation

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Try to move around the classroom

more and make sure that all students
can see/hear you.