a.

Video Case Studies Project

b. Video Case Study #195 (Part 8 of 8) Using Role Play to Debate Immigration
c.
d.
e.
f.

Issues in the Gilded Age

Ryan Thompson
EDCI 5260 Fall 2015
No paid teaching, co-teaching or paraprofessional experience.
Domain One Planning and Preparation
i. Domain Rating
a.) Highly Effective
ii. Evidence of Rating
1. According to the COMPASS Rubric, an instructor may be rated
Highly Effective if Outcomes are differentiated to encourage
individual students to take educational risks (NBPTS 2015). This
particular case study, just like the Enlightenment case study,
immerses students in roleplay. However, the roles in this lesson
seem more clearly defined; and not only are the students playing
roles, but they are orienting their discussion toward the attainment
of a common goal: deciding which immigrants to admit into
America. In this teachers own words,
My process goal was for my students to take on the roles of a business
tycoon, union worker, non-union worker, political reformer, city boss,
and nativist, come to a consensus on an immigration policy as a group,
and then choose whom to admit from a list of possible late 19th century
immigrants (NBPTS 2015).

The fact that each student is playing a different role and advocating
for his or her own self-interests to be infused into the final product
emboldens them, and some take educational risks. For example, at
6:57, the union worker provokes the business tycoon and puts him
on the defensive by saying he wouldnt care if immigrants spoke

English because if they didnt, it would be easier for him to exploit

them in the workplace. The tycoon smirks and replies that he
somewhat cares and that they still need to get the job done.
2. The outcomes are very well in balance and thus facilitate student
learning. The outcomes incorporate the domains of conceptual
understanding, factual knowledge, and communication skills; and
it is clear that the students understand their roles and how the
domains are interrelated. For instance, it is clear that the union
worker in the first group videoed understands conceptually who
she is advocating for (youth) and makes a powerful connection
from the present to the past. Her advocacy is fact-based, and she
skillfully communicates her viewpoint with great passion,
"If we look at the political situation in America, Obama's election
constituted a lot of 18-21 year old votes so it's like clearly they are
better at effecting social change. This time period (late 1800's) is the
start of all social change in the union movement and I want young
people to bring in a youthful energy and determination and some sort of
hope about the country they are moving to." (0:24).

g. Domain Two The Classroom Environment

i. Domain Rating
1. Highly Effective
ii. Evidence of Rating
1. According to the COMPASS Rubric, a hallmark of a Highly
Effective classroom environment is when a student reminds
classmates of the roles that they are to play within the group
(NBPTS 2015). The teachers role in this process is to help

students to develop the skills to work purposefully and

cooperatively in groups, with little supervision from the teacher
(NBPTS 2015). This occurs at 7:37. It is apparent that the student
talking not only understands his own role as a non-union worker,
but he also reminds Darvel (the nativist) of his role as well. He
says, If I was a nativist, I wouldnt want people who dont speak
English to come in because America is pure and everyone speaks
English. While the teachers role in this dialogue is minimal, she
does take care to correctly clarify English was not the only
language spoken in America then and is not now. In response, the
non-union worker modifies his stance to say that in his ideal
world everyone in the U.S. and the world would speak English.
The teacher then confirms that his new stance is now more
technically correct.
2. The classroom environment consists of that which is purely
instructionalno non-instructional, mundane tasks threaten to
monopolize the time of all who are participating in the groups.
From beginning to end (0:01-15:00), there is no classroom
interruption. No one is checking himself in to the roll book,
returning field trip slips, or even asking to go to the bathroom.
Throughout the video, students know exactly what to do and the
classroom appears to run itself. This is perhaps because
classroom materials and supplies were well-managed by the
teacher even prior to this video. In her words,

I guided students through a handout on the six roles in preparation for

the lesson featured in the video. I assigned students roles based on their
ranking of their top three choices, had them complete a handout as their
character on what they thought the immigration policy should be, and
asked them to select 5 immigrants from a list of 20 that they would let
into America based on their character's criteria. I had students meet as a
group with others who had the same character to ensure they
understood their role as fully as possible. Then, I had them meet in
groups featuring one each of the six characters to complete the handout
again, but this time trying to reach consensus on immigration policy
and whom to let into America in the context of the diverse viewpoints
represented (NBPTS 2015).

h. Domain Three Instruction

i. Domain Rating
1. Highly Effective
ii. Evidence of Rating
1. This teacher endeavored to involve every student in this lesson,
including those whose voices are often drowned out. As a result,
most every student appears engaged in this lesson. In group one; it
is clear that Joey has meaningful information to contribute, even
though he doesnt say much. The teacher realizes this at 0:01 and
says What were you going to say, Joey? and Joey communicates
his thoughts. According to the teachers lesson synopsis,
I ensure fairness, equity and access for students in my class by making
sure that everyone has ample opportunity to prepare a response and to
speak, and I make a point of actively involving quiet students so their
voices are not lost. For example, right at the beginning of the video, I
saw that Joey wanted to say something and was about to be muffled as

the discussion grew more animated, so I said, "Wait, wait, what were
you saying, Joey?" I wanted him and the rest of the group to understand
how valuable his voice was. This encouragement from me led to Joey
speaking multiple times in the video, which was a big breakthrough for
him. Typically, he never speaks more than once a class period, and only
when called on (NBPTS 2015).

This quote makes it clear that this teacher understands the

importance of cold calling and involving all students in her
lessons, and the example at 0:01 proves she knows how to apply
this knowledge to her teaching practice.
2. Students have extensive choice with respect to how they complete
the learning tasks. The learning goal is understanding immigration
policy in the 19th century, and students are tasked with choosing
who and who not to admit into the country. The students each play
the role of a particular 19th century commoner. Its not just the
activity itself that invites student choice, but the teacher
encourages it as well. For example, at 11:12, the teacher asks Did
you guys decide on a criteria? She wants the students to take her
where they want to go. Additionally, when one of the students
expressed skepticism at 11:28 that education wasnt an important
criterion, the teacher clarifies that during this time period,
education wasnt viewed in the sense that it is today. Rather,
vocational training was much more prevalent. Not only did the
teacher connect the learning goal to the time period in question

(further legitimizing it), but she also engaged in student assessment

simultaneously. Indeed, achieving multiple ends with one stroke is
one mark of a great teacher.