Cassandra Aerts

Video Analysis of Science Lesson

Develop a written transcript of 10 sequential questions and the
SATIC code you gave each.
10 Sequential Questions:
1. So, talk about what other resources might be affected because of this
path (road). (3c)
2. But, if oil and water are both natural resources how can one harm
another arent both of those supposed to be from earth? (4) (Talk
with Partners)
3. What do you guys think? (3b)
4. So, something might happen to the fish. (8) I was buying time here; I
repeated what the student said to me. But, instead I should have tried
to go straight into my follow up question of how might the fish be
affected?
5. Why? How would that happen, or how might fish be affected? (4)
6. Okay, Lets come back together. (1)
7. What did your group say? (8)
8. Interesting, okay. (6) I say interesting too much, and it could become
an annoying habit. Instead I can simply say okay, or try to use what the
student said here and generate a question. In this situation I could
have said: What do you mean --if the fire ignites on the river? How
would that happen?
9. So, what do you guys think about that? (3c) I said this because I didnt
know how to respond to the student. It is okay to ask the other
students their thoughts on his response, however a question that
builds off of the students original response (about fire on the river)
would have been more appropriate here. I could have asked: how
would a fire would ignite on a river?
10.
Why, why do you think that is reasonable? (4)

Accurately describes your interactions patterns from the audiotape

and support your descriptions with evidence.
Accurately describes and provides rationale for the desired state of
interaction patterns (should be consistent with research on effective
teaching)
During this lesson, I check in with the two groups often. Most of the lesson
takes place while the students converse in small groups about the scenarios
given. These were real life scenarios in which students had to choose
resources (pictures of resources in a earth) to use. This ties in with the
developmental learning theory by using concrete representations and

situations. I asked the students what they were discussing in their groups,
and built off their answers throughout the lesson and time spent in
discussion (ex. :16 seconds, 5:08). The lesson was largely based on student
interpretation of the scenarios, and their choices on what resources they
believe are needed. Some students chose the resources based on their prior
knowledge and incorporated this into the discussion, which I attempted to
use to guide the discussion further (ex. 1:05) (students goal: 10). I knew that
students prior knowledge (student goal 10) and understanding of resources
would play a role in lesson. This aligns with constructivist learning theory
that addresses active mental engagement (playing a game and choosing
resources), and role of experience (ex. 9:24). The lesson allows for a lot of
small group interaction, which I allowed to develop and foster (Student Goals
4, 5). I am walking around during the lesson and attempt to stand on
opposite sides of the room when students are speaking to force the students
to speak up (ex. 1:07, 2:18, 9:26). I also ask the students to repeat or reword
any statements that are unclear. This supports student goal #3 by allowing
the students to support their position or statement using robust
logic/evidence, or even their background knowledge to answer a question
(ex. 2:13). If this were not needed I often would acknowledge the student
comments, but try not to confirm one comment over another (ex. 2:56).
Because the lesson was largely small group work, with some whole group
discussion, I encouraged participation from all students. This was done by
checking in with groups periodically to make sure they were still on task;
even asking a group to make sure they include everyone in the discussion
(ex. 4:28) (student goal #11). Within this I also talked to groups individually
not only to make sure they were on task, but to get a sense of what they
were discussing in their small groups and if the learning was heading in the
general right direction (ex. 5:05). During whole group discussion I allowed
the conversation to bounce between the two groups and did not restrict it to
solely one student speaking, then the next. I allowed the groups to build
off of each other to generate an idea that we could run with or bring back to
the original scenario (ex. 2:05-2:20).
At one point in the lesson an individual student was confused on what his
task was. He was quiet the whole lesson so I did not want to make a scene
about it (ex. 6:49). At this point we talked privately about what his task was
while the other groups discussed the scenario and what resources they chose
for it. If we consider the social learning theory, this is a situation in which it
was used. This was a point in the lesson where direct instruction was
required and the student was not previously engaged in the lesson. To make
him feel more comfortable in carrying out the task I privately explained it to
him while being aware of my language and choice of words. At this point I
knew it was important to make him feel comfortable to do a task that was
within his ZPD, but not necessarily one he wanted to do. When he came back
to the table his group mates quietly laughed, so I ignored that behavior and
made sure to reinforce his actions (9:00).

There were moments during the lesson when I would have to address
behavioral issues, or bring students back to the lesson (ex. 4:02, 7:25, 8:11).
These were not large behaviors that posed much of any problem, but small
actions that got the group off task. I simply asked the student to stop doing
the behavior, and it took care of the problem.
A desired state of interaction is demonstrated when a teachers questions
and actions room can align with the objectives for the lesson. To keep the
students engaged the teacher should constantly be moving around the room
to change the students position, or gaze (CLT). This prevents most students
from checking out of the conversation and allows the teacher to see and
observe all students in the room. The questions that the teacher asks should
be very intentional, however unknown until the time being. This takes
practice and time on the teachers part. In order to use student ideas to
guide the lesson and students thinking the teacher also has to be actively
engaged in the conversation and lesson. If we consider the social learning
theory it states that learning must take place in the ZPD and students can
sometimes speak in a language teacher cannot. This is important to
consider when analyzing the desired state of interaction. Allowing
collaboration (student goal 5) and conversation to flow and develop amongst
small and whole groups is one way students learn best. When students are
actively engaged (constructivist learning theory) in a conversation, or
activity, they are more likely to learn. There is also a time at which a teacher
should be aware of when to step out of the conversation, or the students are
take the lead. As long as the conversation is going in the direction needed,
there is no reason that the teacher should try and dominate or be apart of
the conversation if not needed.
An effective teacher should allow the lesson to be student driven, and allow
the students to facilitate the conversation and/or activity (DLT). The teacher
should still be involved, but if possible the students should take lead because
this is when the most meaningful, deep learning occurs. Classroom
management is a skill that takes practice, but also thought on the teachers
part prior to the lesson. Small behaviors like a phone distraction, or a student
out of their seat can be addressed quietly/quickly out loud before moving on.
Larger behaviors that are a continued distraction can be handled individually
such as a pull aside conversation or a warning to the student. If the teacher
suspects a certain behavior or distraction may occur with the specific lesson
then it can be addressed at the beginning of the lesson and reminded of
throughout if needed. Making students aware of the expectations or goals for
the lesson at the beginning often times prevents any small behaviors and
confusion that may occur during the duration of the lesson.
When a teacher can use open-ended questions that promote higher level
thinking it allows the teachers to see what the students truly know about the

topic (Student goal: 1, 3, 4,). Avoiding yes/no questions, or meaningless filler

questions will prevent students from spitting back facts or useless
information at you. Instead, questions that are thought provoking or extend
the students thinking/answer allow the teacher to see what is being taken
away from the lesson. This can help to avoid any surface level learning that
may occur, as well. Another interaction that should be considered is
maintaining a neutral position on student comments when they respond to a
question. While some answers may actually be wrong, telling a student no
is not the way to encourage participation. Instead, a teacher should accept
all answers, but use some answers to guide the follow up question or a piece
of it to generate a new discussion and lead to the desired end lesson goal.

Compare the actual state of your teaching with the desired state
represented in your developing research-based framework and
make appropriate recommendations and concrete strategies that
will move your interaction patterns progressively toward your
desired state of teaching.
When comparing my actual state of teaching with the desired state there are
positives that I notice, but also points for improvement. My movement
around the classroom was meaningful and encouraged students to speak
louder and stay engaged in the lesson as I continued to move from spot to
spot. I allowed collaboration amongst students (student goal 5) and groups
multiple times throughout the lesson. A few times throughout the lesson
students became off topic or had additional distractions out. Because these
were small matters such as out of the seat, or having a phone out, I
redirected the student out loud and kept moving. It was not worth pulling
aside a student or taking more time then needed to redirect the students.
When I review my SATIC sheet there is a large chunk of my conversation
comes from the initiatory (questioning) and responding (neutral) sections.
However, I still have a large chunk in the initiatory (talking) section, which
could be an area of improvement. The area of responding that encourages
student mental engagement is lacking. I see that my biggest areas of
improvement would be avoiding yes/no questions, lecturing/giving directions,
and using student ideas or answers to generate further discussion. I used
students ideas to generate further discussion twice in the video clip, but
there were still times that I could have used a student idea to further the
discussion, and I did not respond fast enough. Using students answers to
generate questions and lead the discussion is one way to ensure that the
class is student lead. The teachers job here is to facilitate the classroom
rather then lead it. To avoid yes/no questions allows me to assess whether
students have a deep understanding of what is being taught. It will avoid
superficial answers, or a quick out if I ask, are you talking about your
resources?

In addition to avoiding yes/no questions, I noticed that I do not allow for

much wait time after I ask a question or a student response. This would be a
skill to continue to practice waiting at least 3-5 seconds after I ask a question
(or a student responds) before trying to speak again. At times I would
assume the students did not understand the question, and try to add onto
this. By doing this I may have been cutting off a student from talking or
preventing them from responding to the original questions by adding another
one on top of it. Instead of trying to add additional questions to the
conversation, attempting to generate more meaningful questions that
promote extended answers, and deep thought will provide me with a better
insight on the students knowledge. This would align with using student ideas
to create questions to guide the learning process. However, initial questions
for a topic must allow the teacher to see the students thinking deeper then
spitting back factual information, or short empty answers. Once the
conversation is going it can also lead to the opportunity for the teacher to
step out of the conversation if appropriate. This is one strategy that is
important to be aware of, and utilize during lessons. However, during my
lesson the students did need to be scaffold and lead. So, the opportunity to
completely step out was not present.
A final strategy that will help promote interactions for a desired state of
teaching is to avoid repeating what students said. When a teacher
acknowledges a student comment it should be neutral. This can be done in a
variety of ways, however if a teacher tries to repeat what a student said for
him/her the wording may change or sway from the original statement.
Although, this was not a reoccurring behavior during my lesson, I did catch
myself twice restating what a student had said, and I subconsciously
changed the wording to what I thought was said. Instead I should ask a
student to repeat him/herself to ensure that the message is portrayed
accurately. Even simply asking the student to say it louder will allow the
student to make the statement in his or her own words.
Science Standards met during video of teaching:
ElSci 14
Accurately evaluates teaching based on learning theory and goals for
students.
ElSci 15
Articulates and successfully implements strategies/frameworks to teach
nature of science rooted in coherent learning theory framework.
ElSci16
Articulates and demonstrates interaction patterns accurately tied to learning
theory and goals for students.

ElSci17
Articulates and demonstrates proactive classroom management strategies to
promote student safety and on-task behavior. (4:02, 7:25, 8:11)
ElSci 18
Articulates and demonstrates strategies to use student ideas to guide
learning. (ex. :16 seconds, 5:08).

What I say during the video:

1. So, talk about what other resources might be affected because of this
path. (1)
2. But, if oil and water are both natural resources how can one harm
another? Arent both of those suppose to be (from earth) (2)
3. Talk with Partner (3)
4. What did you guys think? (4)
5. So something might happen to the fish (5). Why? How would that
happen/how might fish be affected(6)? Talk w/ Partner
6. (I should have waited a little longer) Lets come back together (7).
What did your group say? (8)
7. Interesting, okay (9)
8. So, what do you guys think about that? (10)
9. Why, why do you think that is reasonable?(11)
10.
You dont think thatyou dont think that what would get on fire
in the water? (12)
11.
Can you say that a little louder? X2 (13)
12.
Oil only stays on the top of water? (14)
13.
Thats interesting (15)
14.
So, if oil and water are both resources, how can one harm the
other? If you get oil in the water? (16)
15.
It can harm the fish.(17) How? (18)
16.
Okay, Gills(19).can you say that a little louder for me? (20)
17.
What about that? (21)
18.
Okaywe will move onto our next scenario(22). Pick one out for
me (23).
19.
Read scenarioNew company has decided to expand to western
Iowa (24)
20.
What is in western Iowa (25)? Thats in Des Moines(26). (Fields)
Okay, interesting (27).
21.
(Kids confused where western Iowa is). Toward Nebraska (28).
22.
He said there are a lot of fields (29)(kid interrupts and says
small towns). Okay (30)

23.
(Kids getting off topic) Okay, lets come back together. X2. Thank
you. (31)
24.
Finish reading scenario (32) of expansion and what resources are
needed for this (32)? Talk with your groupsmake your decision (32)
25.
Lets make sure he can see the paper and be part of the group.
Sound like a great idea? Thank you(33)
26.
Did you guys have a sheet or did you leave it up there? (34)
27.
What are you guys discussing? (35)
Second 5 minutes:
28.
Trees (1). What might happen to the trees when you are building
the road (2)?
29.
(Kids not working) You dont know any resources you would
need? (3) (Can you reread the scenario?). Yes (4) (I reread the scenario
to the group (5)).
30.
Do you guys have your resources (6)? So, do you know what
resources you will need for your scenario (7)?
31.
Youre going to pick out the resources (8), so lets make sure we
include everyone in the discussion (9).
32.
Do you have your resources picked out (10)? Okay, you can go
pick them out (11).
33.
Do you guys have your resources picked out? Do you want to go
get them? Want to take the key? (12)
34.
(Kid comes up confused what to do?) (Explain it to him personally
while the other groups get their resources. He needs reinforcement)
So, what resources will you need to build the road (13)? (Student
Answers) Thats really good, yes. (14). There you go, you got it. (15)
35.
Okay, eyes up here, phone away please (16).
36.
While your partners are getting your resources I want you to talk
about some unintended consequences that might happen when they
build this highway. (17)
37.
So what are some things that might happen when they build
this? Talk w/ partners and we will come back together. (18)
38.
(I listen in on a group conversation) Okay what else?...What
would happen if (inaudible)??? (19)
39.
Okay. Animals would die(20)
40.
Sit down. (21)
41.
Are you guys talking about the question? (22)
42.
(Kid asks do you mean when they are building the road or after.) I
said bothso I am going to ask you about that after. (23)
43.
What are some things you have been talking about? (24)
44.
Good Job (to student who got resources) (25)
45.
Okay so we got land, air, waterall needed. Good job (to quiet
student) (26)

46.
We are going to come back togethertalk as a whole group (27).
What are some unintended consequences of building this highway?
(28)
47.
So, some animals might be affected. (29)
48.
(Kid says trees and) How? (30)
49.
Interesting (31)
50.
What do people making the highways companies, what do they
do with trees /animals ? (32)
51.
Woodchips. (33) What are those used for? (34) Do they have any
purpose? (35)
52.
Hmm, interesting (36). Hopefully they dont..just through them
away. Because that would be wasteful. (37)
53.
That is a good idea. (38)