Video Analysis:
If you would like to see a copy of my instructional teaching video please send me a request via e-mail. Due to student confidentiality, I am unable to post my classroom videos without permission from each student's parent(s)/guardian. The rational for each lesson is provided below., along with the lesson, self assessment and feedback.
Introduction:
On my DVD you will find me teaching three different grade levels in three different schools. The first Lesson is from my ED 215R - Reading field placement at Lincoln Elementary School in Wauwatosa, Wisconsin. Students in this lesson are in the 2nd grade and have various learning disabilities. The second lesson is from my ED 321 - Middle School DIscipline field placement at Longfellow Middle School in Wauwatosa, Wisconsin. Students in this lesson are in the 6th grade general education class. The thrid lesson is from my ED 315 Assessment field placement at Audubon Middle School in Milwaukee, Wisconsin. This is a charter school in the MIlwaukee Public School System. Students in this lesson are in the 8th grade and comes from diverse backgrounds. The students body is prominantly African American and Latin American decent.
Video #1:
ED 215R – Reading
Lincoln Elementary School, Wauwatosa, Wisconsin
Grade 2
This lesson was taught to a small group of learners with various learning disabilities. The lesson takes place in the hallway, due to space restrictions at the school. The location made for a noisy and distracting lesson when other classes had their water and bathroom breaks. I did my best to keep students focused and redirected them when they were getting off task. The video skips a few seconds during the introduction. Viewers begin where I am walking through the book modeling and making connections for students before we begin reading.
Lesson: “Bones”
The objective was for students to demonstrate reading aloud with fluency and be able to recognize nonfiction text features. Students were already familiar with nonfiction text features. My cooperating teacher wanted me to review the ones they learned in class using a reading-level appropriate book. The book was Bones by Heather Hammonds. I received the book from the school Reading Specialist prior to teaching the lesson. She recommended it for my goal and objectives.
First, I began by modeling for students how to look for and identify nonfiction text features, such as “Heading”. Students read silently while I walked around and had each student read 1-2 pages aloud to me. While students were reading, they were instructed to write down any features they noticed in the book. When everybody was finished, we reviewed the list of nonfiction text features that were identified in the book.
This lesson demonstrates my understanding of Wisconsin Teaching Standard 3 because I was able to adapt instruction to meet the needs of a small group of learners with learning disabilities. Providing a small group reading activity with one-on-one reading allowed me to assess students reading fluency informally.
Conceptualization
I was able to work closely with my cooperating teacher when planning my lesson. The focus was not to introduce new material, which the class was just about to begin, but to conduct a review of the material they had just covered the previous 4 weeks. This lesson also demonstrated my ability to use literary components effectively. Students used age appropriate and reading-level appropriate material to aid them in their learning.
Lincoln Elementary School, Wauwatosa, Wisconsin
Grade 2
This lesson was taught to a small group of learners with various learning disabilities. The lesson takes place in the hallway, due to space restrictions at the school. The location made for a noisy and distracting lesson when other classes had their water and bathroom breaks. I did my best to keep students focused and redirected them when they were getting off task. The video skips a few seconds during the introduction. Viewers begin where I am walking through the book modeling and making connections for students before we begin reading.
Lesson: “Bones”
The objective was for students to demonstrate reading aloud with fluency and be able to recognize nonfiction text features. Students were already familiar with nonfiction text features. My cooperating teacher wanted me to review the ones they learned in class using a reading-level appropriate book. The book was Bones by Heather Hammonds. I received the book from the school Reading Specialist prior to teaching the lesson. She recommended it for my goal and objectives.
First, I began by modeling for students how to look for and identify nonfiction text features, such as “Heading”. Students read silently while I walked around and had each student read 1-2 pages aloud to me. While students were reading, they were instructed to write down any features they noticed in the book. When everybody was finished, we reviewed the list of nonfiction text features that were identified in the book.
This lesson demonstrates my understanding of Wisconsin Teaching Standard 3 because I was able to adapt instruction to meet the needs of a small group of learners with learning disabilities. Providing a small group reading activity with one-on-one reading allowed me to assess students reading fluency informally.
Conceptualization
I was able to work closely with my cooperating teacher when planning my lesson. The focus was not to introduce new material, which the class was just about to begin, but to conduct a review of the material they had just covered the previous 4 weeks. This lesson also demonstrated my ability to use literary components effectively. Students used age appropriate and reading-level appropriate material to aid them in their learning.
| Bones Lesson Plan |
| Self Assessment |
| CT Feedback |
| Video Feedback |
Video #2:
ED 321 – Middle School – Discipline
Longfellow Middle School Wauwatosa, Wisconsin
Grade 6
This lesson was created and taught to a COM ARTS class. The title of the lesson is “Noun Gallery Walk”. The lesson served as a review for a proper noun and common noun test students were going to take at the end of the week. I provided examples of proper nouns and common nouns for students. Students brainstormed nouns with classmates. This lesson was used to show how I used discipline in the classroom. The only discipline issue I encountered was talking. There are times when the class gets too loud and I had to remind them to stop talking and refocus on me. I was successful at times, but as the students were able to get up and move around the classroom, from one poster to another, they forgot they were in a classroom. Students were motivated during this activity because I made it a group competition for the most amount of nouns that were correctly spelled and identified. I did have to modify this plan for the second hour because I realized that giving students 5 minutes per category was too long. The first hour ran into time constraints and we were unable to finish the lesson that day. We continued the next day with the lesson.
This lesson demonstrates Wisconsin Teaching Standard 4 because it reflects my ability to use a variety of instructional approaches in my lessons. Students were able to get up and move around during this activity. It provided them with an opportunity for problem-solving, managing time, working together as a group and presentation of student-created work.
Integrative Interaction
This lesson demonstrates my ability to make changes to my lessons based on student performance and reaction. I had to make changes to the second hour class because of the reaction from the first hour. I realized I gave too much time for groups to walk around so I shortened it to 2 minutes per category. My cooperating teacher and instructor's feedback demonstrate my ability to make the necessary changes to fit the needs of students in the classroom. During this lesson I had to show discipline approaches when students were not responding to me asking them to stop talking or quiet down. Changing my tone and explaining to students that they can do the work individually if the talking persisted made a difference in the classroom atmosphere.
Longfellow Middle School Wauwatosa, Wisconsin
Grade 6
This lesson was created and taught to a COM ARTS class. The title of the lesson is “Noun Gallery Walk”. The lesson served as a review for a proper noun and common noun test students were going to take at the end of the week. I provided examples of proper nouns and common nouns for students. Students brainstormed nouns with classmates. This lesson was used to show how I used discipline in the classroom. The only discipline issue I encountered was talking. There are times when the class gets too loud and I had to remind them to stop talking and refocus on me. I was successful at times, but as the students were able to get up and move around the classroom, from one poster to another, they forgot they were in a classroom. Students were motivated during this activity because I made it a group competition for the most amount of nouns that were correctly spelled and identified. I did have to modify this plan for the second hour because I realized that giving students 5 minutes per category was too long. The first hour ran into time constraints and we were unable to finish the lesson that day. We continued the next day with the lesson.
This lesson demonstrates Wisconsin Teaching Standard 4 because it reflects my ability to use a variety of instructional approaches in my lessons. Students were able to get up and move around during this activity. It provided them with an opportunity for problem-solving, managing time, working together as a group and presentation of student-created work.
Integrative Interaction
This lesson demonstrates my ability to make changes to my lessons based on student performance and reaction. I had to make changes to the second hour class because of the reaction from the first hour. I realized I gave too much time for groups to walk around so I shortened it to 2 minutes per category. My cooperating teacher and instructor's feedback demonstrate my ability to make the necessary changes to fit the needs of students in the classroom. During this lesson I had to show discipline approaches when students were not responding to me asking them to stop talking or quiet down. Changing my tone and explaining to students that they can do the work individually if the talking persisted made a difference in the classroom atmosphere.
| Proper Noun Lesson |
| Self Assessment |
| ct_feedback.pdf |
| Instructor Feedback |
Video #3:
ED 315 - Assessment
Audubon Middle School Milwaukee, Wisconsin
Grade 8
This lesson was created and taught to an English/Writing class. This class is a lower performing group and required an additional day to complete the assignment, compared to the other class I taught who finished it in one day. The purpose of the lesson was to provide an opportunity for students to work collaboratively to accomplish a given task. Students were to create a newsworthy story identifying what happened before, during and after the picture was taken. There were ample amounts of supplies for students to complete this assignment. I brought in 35 newspapers that I had been saving for weeks. There were enough scissors for each group and markers to go around.
The first few seconds of the lesson was cut-off, but the video begins with me giving directions for the in-class group assignment. I gave clear directions and set the expectations for group work in the classroom. I also gave students an example of the what the final product should look like by reading student-created stories from the previous class. I explained to students that their story could be creative and imaginative or newsworthy. Students were given a rubric for following along with expectations. The video demonstrates my ability to bring the group back together in order to give directions for the next step in the assignment. The next day, students presented their stories to the class. Each group was responsible for giving peer feedback on stories and presentations.
This lesson demonstrates Wisconsin Teaching Standard 1 because it reflects my ability to use additional tools that are not found in the classroom to help students connect with their own community. Students enjoyed reading the newspapers. They asked me for articles and particiated in great discussions about particular articles. Students were reading and enjoying the experience while gathering knowledge about current events happening in their community, the nation, and the world.
Conceptualization
This lesson demonstrates my ability to incorporate subject matter with reading and writing components. Students were given the opportunity to use current events and newspaper articles to help them in creative writing. This was a different approach for this class and allowed them to engage in social interaction and collaboration in order to finish a task.
Audubon Middle School Milwaukee, Wisconsin
Grade 8
This lesson was created and taught to an English/Writing class. This class is a lower performing group and required an additional day to complete the assignment, compared to the other class I taught who finished it in one day. The purpose of the lesson was to provide an opportunity for students to work collaboratively to accomplish a given task. Students were to create a newsworthy story identifying what happened before, during and after the picture was taken. There were ample amounts of supplies for students to complete this assignment. I brought in 35 newspapers that I had been saving for weeks. There were enough scissors for each group and markers to go around.
The first few seconds of the lesson was cut-off, but the video begins with me giving directions for the in-class group assignment. I gave clear directions and set the expectations for group work in the classroom. I also gave students an example of the what the final product should look like by reading student-created stories from the previous class. I explained to students that their story could be creative and imaginative or newsworthy. Students were given a rubric for following along with expectations. The video demonstrates my ability to bring the group back together in order to give directions for the next step in the assignment. The next day, students presented their stories to the class. Each group was responsible for giving peer feedback on stories and presentations.
This lesson demonstrates Wisconsin Teaching Standard 1 because it reflects my ability to use additional tools that are not found in the classroom to help students connect with their own community. Students enjoyed reading the newspapers. They asked me for articles and particiated in great discussions about particular articles. Students were reading and enjoying the experience while gathering knowledge about current events happening in their community, the nation, and the world.
Conceptualization
This lesson demonstrates my ability to incorporate subject matter with reading and writing components. Students were given the opportunity to use current events and newspaper articles to help them in creative writing. This was a different approach for this class and allowed them to engage in social interaction and collaboration in order to finish a task.
| newspaper_creative_writing_lesson.pdf |
| Rubric |
| Group Eval |
| Self Assessment |
| ct_feedback.jpg |
| Instructor Feedback |