CANDIDATE SELF ASSESSMENT OF VIDEOTAPED 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.

Literacy
C. Presentation
o

o
o
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.
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.

Yes
I am teaching to all areas of the group.
I have equally spread my attention to all students.
Not applicable.
Not Applicable.
Regarding the groups, I wrote the lesson for tier 3
learners and was given tier 1 learners. There was a
discrepancy in the lesson and content they needed.

Notes:
For this lesson we were in the 3rd grade work room. This
is not the best place for a lesson because the students do
not fit at the tables well.

Notes:
Yes
Yes
No, I did not do this.
Yes. I created multiple ways to model fractions.
Yes
I taught a lesson on material the students were already
very well versed in.
I gave wait time for students to respond to questions.
However, I should have given them longer.

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

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.

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 activites 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
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.

Notes:
Yes
Yes
Yes
Yes
The majority of the activities in this lesson were visual
and kinesthetic. I had planned on working with students
who needed extra help in this content area.

Yes
Yes
Yes
No
Yes, not shown in video.

Overall I think that I prepared well for

this lesson but it had all the odds
stacked up against it. The lesson did not
go well at all. I had planned to work with
a different group of students and had
tailored the lesson specifically to them. I
was also in a room that was not
conducive to learning, lots of
distractions. There were a lot of things
that I would have done differently. I
really enjoyed the lesson I wrote and it
was very disheartening when it went
poorly.

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

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
Notetaking Tool
Observers name: Katie Toler

Lesson observed: Fractions

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?

They were very involved ba

content of the lesson and th
was written but they do not
very engaged until the gam

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

Yes. She asked a lot of inter

questions about questions.
them by connecting them t
already knew about fraction

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

learning?

3. Describe the interaction in the

classroom.

Student Learning

It was a small group setting

a lot of interaction amongst
teacher. Teacher led conver

Notes

1. What evidence do you see that

indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

Students seemed to be able

the majority of the question
Yes they were told they wer
continue working on fractio

3. What evidence did you see that the

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

The conversation was base

content being taught.
I am not sure.

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

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?

The teacher is facilitating a

The content was presented
visual way. It was obvious s
effort into preparing for the

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?

She asked question directly

content, mainly to check fo
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)

They had the opportunity to

game that helped them wo
fractions.
There did not seem to be an
classroom management thr
lesson.

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
Great job preparing for the lesson, it is obvious you
put in a lot of thought.
You did a good job of interacting with and including
all students.
Good questioning.
2 Questions for Consideration
Are there ways you could give students more
opportunity to be involved?
How could you engage the students more?

1 Recommendation
Maybe find a way to have students more engaged.
They did not seem very motivated by the lesson.

CANDIDATE SELF ASSESSMENT OF VIDEOTAPED LESSON