Kathy's Video Analysis

Evidence	Importance	Context	Connections	Next Steps
Several students were distracted before the allotted time.	Those students that had not studied enough gave up because they lacked resources to help them continue.	I gave them five minutes to complete as much as they could on a map of the Spanish speaking world. Then we would stop, make corrections, review, erase and repeat.	Some of the girls needed support to help them. A student suggested that they could look at a list of the countries to help with spelling and give them hints.	I realize that (in general) girls perform better without time limits. I should let them work at their own pace and use the notes as necessary. I was able to recognize this and change things up for the next class. Luckily, this was first period!
I don’t have students’ full attention when I’m speaking, and I don’t always respond efficiently to them.	One boy had his hand up for quite a while and I didn’t notice. Other boys engaged in a separate conversation while I was talking about something else.	We took turns telling about recent “lollipop moments,” to make positive impact on others and appreciate when people do nice things for us. It also gives us a chance to work on listening skills. (I say “we” to include myself.) At times I failed to listen, and at times students didn’t fully engage.	This was my boys’ class, and I think my natural tendency is to teach to the female brain. My voice is high and not loud enough, which does not help in commanding attention. Teaching eleven- year-old boys takes energy and enthusiasm that I don’t always show.	I need to practice speaking with command in my voice when my boys need to engage in what I am saying. If I move around more, that may also help keep their attention on what they hear.
No Spanish was spoken!	Nada.	In one lesson we were reviewing culture and geography with a map activity, and in the second video we were discussing positive experiences.	Although it is early in the year of a beginner level language class, there are some expressions that can be used to enhance language skills.	Before lessons like this I should brain storm some expressions like “¿dónde está? (“where is it?) or “cuál es la capital?” (“what is the capital?”) for the maps lesson, and any number of encouraging words (“¡bravo!”or “¡fantástico!” – etc.) for the listening activity.

	Needs improvement	Proficient	Advanced
Identifying What’s Important			I identified what was most important in my classroom and instruction.
Making Connections			I made connections between important parts of classroom instruction and principles of effective teaching.
Incorporating Contextual Knowledge			I incorporated context into my analysis.
Drafting Next Steps			I generated multiple next steps in my analysis and implemented them.

Tina Sanders Video Analysis

Name: Tina Sanders
Date of Presentation: October 8, 2018
Lesson Focus/ Topic: Story Telling
Evidence	Importance	Connections	Context	Next Steps
I observed that most of the students were engaged in the lesson.	It is important because the evidence tells me that those students are interested in retelling the parts of a fairy tale story.	PAS-T- Performance Standard 2: Instructional Planning- The teacher plans for the use of appropriate curricula, instructional strategies, and resources to address the needs of all students.                  ELA K-2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.	Students were able to name parts of the story because students have participated in story telling throughout the last few weeks.	Record small group of students retelling the story they chose.
2 students in the back had trouble staying still. One kept rocking back and forth on his knees.	It is important because the evidence shows that I need to break up the lesson into smaller chunks so all students remain engaged.	PAS-T- Performance Standard 3: Instructional Delivery- The teacher promotes student learning by addressing individual learning differences and by using effective instructional strategies.  Overall, I did meet this standards, but I need to ensure that all students are focused the whole time.	Some students have not had as many opportunities to observe or participate in reading books but all students can tell a story.	During centers students will be given a variety of materials to retell familiar fairy tales (character puppets, masks, wodden figures)  Also, stem materials like:                                                  *build a chair big enough for the characters to sit in.                                     *build a house that won't blow down                     *build a bridge tall enough for the troll to stand under and strong enough for the goats to cross over
Some students did not raise their hands at all.	It is important to note this because this evidence shows that I need to find a way to engage them nore in the questioning.	PAS-T- Performance Standard 3: Instructional Delivery- The teacher promotes student learning by addressing individual learning differences and by using effective instructional strategies.  I need to focus more on this performance standard especially for my ADHD kids.	I need to be more aware of every student's participation level to check for understanding.	In writing center, students can "write" the story using pictures and sounding out words.
Video Self-Analysis Rubric
	Needs Improvement- 6	Proficient- 8	Advanced- 10
Identifying What’s Important		I identified the importance of parts of a story that were important to this lesson.
Making Connections		I made the Connections between story telling and best reading practices.
Incorporating Contextual Knowledge		By using video evidence, I can look back at student participation and whether or not they  can answer relevant questions. I evaluated student results through the video lesson.
Drafting Next Steps		I incorporated next steps that would help my students learn the content including allowing students to extend the story in the writing center.
Identifying What's Important: 8
Making Connections: 8
Incorporating Contextual Knowledge: 8
Drafting Next Steps: 8
Total Points: 32
Notes: During the lesson I noticed that I need to break the lessons up with either wait time, or music and movement. To keep students engaged, sometimes I need to change things up when things get too routine. I do not feel that I gave the students enough wait time to answer questions. I need to improve in that area of my teaching. I actually thought I gave enough wait time during lessons but this video is evidence that it is an area of improvement for me. PAS-T Performance Standard 5: Learning Environment- We are a capturing kids hearts school. In our classroom, we are  a community. We work together. This year, I have embraced this concept and it has made a huge difference in the way my students learn.

Ashley Blackwelder: Video Selfie Analysis

		Score (6/8/10)
Identifying What’s Important	I do a LOT of repeating, restating expectations. I came across as very impatient at times. Kids are quiet, respond to directions, but not always focused. I do a decent job of validating students' answers, even when I need to give them a little more guidance towards the topic at hand. Our expectations for this group and their assignment are pretty high. This min-lesson involves way more "stand and deliver" time than I usually like to have.	Proficient (8 Points): I focused mainly on my teaching practice, but did have to fight the urge to nitpick the superficial things.
Making Connections	Science Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and changes in environments and habitats affect the diversity of organisms. Social Studies Standard 3.2; 3-2.1 Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. ELA Inquiry Standards 1-5; Writing Standard 3 Theatre Anchor Standard 1: Anchor Standard 1: I can create scenes and write scripts using story elements and structure.	Proficient (8 Points): I mostly made connections between my teaching practices and the standards that I was trying to address through my instruction. It was hard at times to not try to justify WHY I sounded the way I did, because I knew about the students' behaviors leading up to the video clip.
Incorporating Contextual Knowledge	This group of 3rd graders has completed a lesson on tableau and explored a text set of Native American legends. Mrs. Register (reading coach) and I are working along with the music teacher to create an arts-based mini unit on creating their own legends. The students are researching odd animals of their choice and composing their own legends about the animal’s adaptations. They will share their stories through text and tableau. On this particular day, the students had completed a shared reading of the “Wise Old Owl” legend and designed their own tableaus for their classmates to analyze. This is not my class, and this group of students likes to push limits as far as trying to get out of work and wasting time. Mrs. Register and I both spent a great deal of time redirecting. We were also running short on our time with the class, and that shows in my pace and lack of patience for “wandering” students. This is a challenging task, and we are incorporating social studies and science content, creative writing, and application of our new design process. The students are mostly interested (because their animals are weird and acting gives them a chance to move and play), but the research and writing will be frustrating to some.	Advanced (10 Points): I can easily explain why I am approaching the topic/task the way that I am, along with my expectations for the students, because I am very familiar with the lessons leading up to this one, as well as the personality/behavioral diversity of this class.
Drafting Next Steps	Slow down and adjust expectations as needed. Some students will struggle and attempt to avoid the harder work that will go into the project. I need to remember that this is a LOT of new content/procedures at once, and be patient with them AND myself. We may get behind, schedule-wise, and that’s ok. Work with students to plan their stories and tableau performances. We are helping them to find interesting, factual information and turn that into a creative story. Celebrate the positives in the finished products. Remember that there will be all levels of writing and performance, and this is their first attempt. Remind the students of this as well, when we share. The process is just as important as the product here.	Advanced (10 Points): I began to adjust my expectations as I watched this video, because I realized just how challenging this task is. The activity itself is very much doable for these 3rd graders, but I have to remind myself that the process is more important than the product on this go-round. We've got our lessons/timeline planned out in a pretty manageable way, but it will also be important for me to adjust my approach and be sure to validate every student's attempts to tell their story in a creative way. They're doing great on the researching and recording information parts. The creating and presenting parts are still very much an experiment for all of us.

Total: 36 Points

This was actually not as painful of an experience as I expected it to be. Like most of us, I REEEEALLY don't love watching myself on camera, but I found it easier than I expected to really focus on my teaching practices and see areas of strength and those in need of growth. It was interesting to see if I'm doing a decent job of "practicing what I preach" to my fellow teachers...for the most part, I felt pretty good about what I saw. It also helped me to have a little more compassion for colleagues who complain about not having enough time, keeping students focused, etc. I'm fortunate enough to spend plenty of time in the classroom, so I get those constant reminders (and can now see the evidence!) that the struggle is real!

Video Selfie Analysis

Course #2:  Video Selfie Analysis

Tieraney Rice

Mini Lesson:  "Wait Your Turn"

During several activities I have planned as part of my PBL unit, my students will have to "wait their turn."  This can be difficult for any child when they are excited about doing something, especially 3 & 4 year old children.  Therefore, I decided to video a mini lesson to highlight the importance of this particular skill.

*Evidence:  I noticed that I was doing a lot of the talking!  My goal was for my students to create more dialogue than myself.
*Importance:  It is important because the evidence shows me that I need to improve in the area of questioning.  The students will be able to offer more dialogue depending on the type of questions I ask.  They will be able to truly lead the discussion.
*Connections:  PAS-T-Performance Standard 2:  Instructional Planning:  The teacher plans for the use of appropriate curricula, instructional strategies, and resources to address the needs of all students.
*Context:  Since exploration stations have been open for several weeks now, the students have had opportunities to practice "waiting their turn" while exploring with their classmates. Particularly in the playdough, dramatic play, and cars and blocks stations.
*Next Steps:  The students can practice taking turns when we act out stories.  They can take turns being particular characters.

Video Selfie Rubric: 

Identifying What's Important:  ADVANCED

Making Connections:  PROFICIENT

Incorporating Contextual Knowledge: PROFICIENT

Drafting Next Steps: PROFICIENT

NOTES:  During the mini-lesson, I noticed that I was talking fast.  I tend to do this because I know I have a certain amount of time before their attention span begins to waver. I want to be sure they have an understanding of what the lesson is about, but I also want to keep a steady pace as not to loose them.  I also would have preferred working at a table for this mini-lesson instead of on the floor.  

Course 2: Video Selfie

Kelsey Grant

Date of Lesson: October 2, 2018

Lesson: Slurring across strings

Piece of Evidence	Importance	Context	Connections	Next Steps
I noticed that not everyone started playing together when I was ready and counting off.	This is important because it means students are either not focused and following directions, or my pace of class is too fast to follow.	-One student had instrument and music stand issues. -I had to add finger dots to a few instruments. -Students were talking or plucking in between exercises.	SCTS Performance Standard 4: Pacing is brisk, and provides many opportunities for students who progress at different learning rates.	-Take care of instrument care issues before or outside of class. -Manage playing out of turn more thoroughly. -Leave more time between ‘this is what we are playing’ and ‘1, 2, 3, play.’
I observed that I moved on to the next section before every student had mastery of the previous one.	This is important because it means I am not interpreting student performance and some students may fall behind.	-Slurs were not observed in one or more students. -I fixed some bow issues, but not others.	SCTS Performance Standard 16: Teacher sets high and demanding academic expectations for every student.	-Create a ‘focus’ schedule to make sure each student gets individual time. -Watch for evidence of struggling or ‘faking’ in class. -Offer individual help during morning practice or intervention.

Initial notes and observations:

1. Reestablish bell procedures--stick to my own schedule.
2. TIME MANAGEMENT.
3. Consequences for not following instructions.
4. Enforce intonation perfection.
5. Lots of distracted students.
6. “Tiny Private Lessons”--follow up with questions for the class to encourage listening.
7. More checking for understanding
8. Don’t start with chaos.  Demand attention.

Goals: Classroom & Time Management; More playing, less talking.

Self Analysis Rubric

	Needs Improvement	Proficient	Advanced
Identifying What’s Important			I identified what was most important in my classroom and instruction.
Making Connections		I made connections between multiple parts of classroom instruction.
Incorporating Contextual Knowledge		I incorporated some contextual knowledge into my analysis.
Drafting Next Steps		I generated some next steps in my analysis and plan to implement them.

Alana McSharry- Course 2: Post 2

Name: Alana McSharry
Date of Presentation: October 8, 2018
Lesson Focus/ Topic: Concepts of Print

Evidence	Importance	Connections	Context	Next Steps
I observed that all of the students pointed to the word: I.	It is important because the evidence tells me that those students know the word: I.	PAS-T- Performance Standard 2: Instructional Planning- The teacher plans for the use of appropriate curricula, instructional strategies, and resources to address the needs of all students.	Students knew the word: I because students have participated in activities with the word I for two weeks.	Students can try to use the word I when writing in their writing journals.
I observed that four out of six students pointed and read the words in the sentence correctly.	It is important because the evidence shows some students need to work on how to read from left to right.	PAS-T- Performance Standard 3: Instructional Delivery- The teacher promotes student learning by addressing individual learning differences and by using effective instructional strategies.	Some students have not had as many opportunities to observe or participate in reading books.	During work time students can be encouraged to visit the book center and read with the teacher which should help them better understand how to read from left to right.
I observed that  four out of six students pointed to the left side of the page.	It is important because this evidence shows that some students need more time to learn how to identify the left side of the page.	PAS-T- Performance Standard 3: Instructional Delivery- The teacher promotes student learning by addressing individual learning differences and by using effective instructional strategies.	Some students have just been introduced to the concept of left and right.	During writing time students can participate in different activities where they distinguish between the left side and right side of things.

Video Self-Analysis Rubric

	Needs Improvement- 6	Proficient- 8	Advanced- 10
Identifying What’s Important		I identified details that were important to the lesson.
Making Connections		I made a connection between the lesson and the best practices of teaching.
Incorporating Contextual Knowledge		I tried to understand why my students performed a certain way during the lesson.
Drafting Next Steps		I incorporated next steps that would help my students learn the content.

Identifying What's Important: 8
Making Connections: 8
Incorporating Contextual Knowledge: 8
Drafting Next Steps: 8
Total Points: 32

Notes: During the lesson I noticed that sometimes I did not give the students enough wait time to answer questions or to do an activity. I need to improve in that area of my teaching. I actually thought I gave enough wait time during lessons but this video is evidence that it is an area of improvement for me. PAS-T Performance Standard 5: Learning Environment- The teacher provides a safe, student-centered environment that is academically challenging and respectful.

Tina Sanders Blog Post 1

Tina Sanders Blog Post

Chapter 2:

Before implementation of my PBL, there are some crucial things I need to know about my students. Academically:

Can they hold a pencil to write some letters/symbols? If they do not have those skills, I have to teach them. Where the students entered at the beginning of the year: My students are all at varying levels, I have students who are reading and students who do not know the first letter in their name. Some students attended school and some have never been anywhere but at home with their parents who have taught them very little. In fact, one mom said, “He didn’t get into K4 so we just figured he didn’t need any help.” This child does not know 1 letter including the 1^st letter in his name.  The majority of my students came in significantly below grade level with very limited writing skills. It is impossible to get them to write letters when they don’t know their letters. Each student comes in with varying experiences with synapsis firing at different rates because of the lack or abundance of those experiences. We have worked tirelessly to get them up to grade level standards. While we have made some progress, we are far from where we need to be. Yet, we have gotten everyone to the point where they can at least copy some letters they see us write.

Socially/Emotionally:

Do they know how to work cooperatively with a small group and do they have the ability to compromise?

My students aren’t use to having to compromise in any way shape or form. They are very egocentric and all about what they want. They love talking about themselves, so we have sharing circle every morning where students have the opportunity to talk about themselves and learn to listen to their friends. We have done a lot of team building exercises to show them the benefits of working together. Realizing with the research of today, that the whole child is what is important, it is difficult to understand why those who make the decisions about expectations rely so heavily on test scores and not on authentic experiences.

Chapter 3:

Classroom Environment: I have worked long and hard to transform my room into a flexible seating haven for my students. There are no assigned seats. Students are allowed to choose the best learning environment for them.  I would like to get some bucket seats to complete the flexible seating design. I have a large rug for a whole class meeting space. Then I have lowered most of my tables to accommodate stadium seats and/or cushions. I have also purchased several lap desks for students to work on the floor. Then, we also have 2 kidney shaped tables for small group work with myself and my assistant.   There is a part of the room that has materials for “busy-messy” activities. Clean and clutter-free are words that my principal always uses to describe what she wants to say is the ideal classroom environment. While I agree with that on some level, I also think that being too controlling of the environment can limit the free expression that students should be allowed to have. Flexible seating also helps with student engagement. I liked the quote: "The key is engagement early on. We know that if a project is flat at the outset, it's going to be six weeks of dragging them along."  So, I am hoping that between having an amateur magician and having Mrs. Magnet come to class, I will get them instantly engaged. The challenge will be to keep them engaged.