Video Analysis Assignment 1. Videotape a complete lesson (or ask a colleague or mentor to videotape you). 2.

Analyze the tape of your lesson using the questions outlined on the next page/ back of this form. 3. Provide your Penn Mentor with the tape/DVD. Your PM will view the portion that you focus on as noteworthy. Direct your PM to this portion using tracking numbers. 4. Turn in your analysis to your PM, which counts as a journal entry, and discuss it with him/her. Fall deadline: You must videotape yourself and turn in a written analysis to your PM (as part of your journal grade), and follow up with a discussion, before December 18th. I think I would like being a student in this class because expectations are clear such as points for the do now (how to earn them), what will be covered on an assessment, in this case a quiz, and how to show work on the quiz. If I already knew what the teacher expected from me, then I think I would be very bored in class during the review because the teacher is doing an interactive review that only involves students who choose to participate. During the lesson, I think I sound pretty comfortable in the classroom interacting with different students and attaining the attention of the entire class. At times I seemed very serious in the classroom, especially at times when I wanted all students to be paying attention. I would have liked to see myself smile more and be more excited in class, although I do think the very end of class I did become more excited when I played the Alkali Metals in Water video to engage students to think about reactivity. Throughout the entire video, it is very difficult to hear any voice that is not my own in the video. At the beginning of the lesson I am encouraging students to work on their do now, and then I ask for students to share what they think they already know about the periodic table and what they would like to know about the periodic table. During this time, students are walking around and chatting. Many students are coming into class late. I did not even notice that one of my students walked behind me after he came into class late at 5 minutes 30 seconds. I only saw him arrive at his seat halfway through the do now. Around 6 minutes into class, I decided to give students directions for the next part of class (post-do now) so that they could transition while I answered the phone, which had been ringing for 15 seconds. The next part of class focused on the quiz that the students were going to have in 2 days. I asked students to list the topics that they thought would be covered on the quiz based on their past homework assignments and classwork. I told the students I would give them 2 minutes to come up with a list of quiz topics, but I actually gave them 3 minutes. I gave more time because my observations made me believe that most students were not working on compiling a list of quiz topics. Therefore, around 11 minutes 40 seconds I was surprised to see that the students at the front of the room were actively looking through their folder of papers, which makes me believe that they were on-task (compiling a list of quiz topics). At the 16-minute mark I gave directives to students to add any quiz topics to their own list based on my list of quiz topics. I was going to give them 1.5 minutes to make any necessary additions and there would be no extra time given. I made it clear to students that if they chose to spend their time otherwise, then that is their own choice and they will have to face their own consequences. Before actually listing the topics for the quiz I changed subjects and had students copy my e-mail down in order to send me their projects. I noticed that many students did not realize that my e-mail was up, and therefore, this took more time away from the task at hand. I think keeping the quiz topics and e-mail sharing as separate tasks rather than overlapping tasks may help

my students become more focused in class by creating less confusion about where their attention should be. Within the last 15 minutes of the video, I am reviewing, modeling, and demonstrating how to draw Bohr models with the students. The review pulled on student knowledge of Bohr models and I took answers from students who were calling out the answers. I think that I could have asked students to raise their hands to answer my questions or I could have considered cold calling on students. Both of these techniques could encourage student participation in class. This could also help students feel like they have a voice in the classroom that is not overpowered by more outgoing students. At 28 minutes and 20 seconds, the camera shifted from me to my students, and I was happy to see that the majority of my students are facing the board and taking notes as I review how to draw a Bohr Diagram. Oftentimes, I get caught up with all of the talking that I hear in class that I overlook the students who are taking advantage of the notes and information that I provide in the class. Without this video, I would have continued focusing on students who were being distracting in class. For instance, the video showed me that although the 2 male students sitting by the board are chatting, they are actually on task because they are discussing content and answering each others questions. My transition to notes on reactivity from the review on Bohr Models and Lewis Dot Diagrams could have been more explicit. I did not let students know what they were going to do after the review, and I think that this may have allowed for down time in the classroom. This in turn led to a decrease in instructional time because I had to refocus student attention. I also noticed that around 31 min 25 seconds many students look bored or uninterested, which I believe was offset by the video on Alkali Metals in Water at the end of the lesson which was not filmed. Now, I would like to focus on minutes 15 through 19 minutes (allowing students to make additions to their list of quiz topics) as my noteworthy event. Within these few minutes, I was circulating around the room checking in with students and answering any questions. I was also reading aloud the list for students who are further back in the classroom. I know that my Promethean Board does not always focus correctly which gives it a discolored tint that makes it difficult to read from the back of the classroom. My students know that they can move up to see the board at any time during class. It is evident that students take advantage of this in the video as students gather in the front with their notes or phone. The only problem with allowing students to move up to the front of the room is that they at times block the view of the board for the students who are now behind them. At the 17.5-minute mark I ask students who are taking pictures of the quiz topics list to step aside so that students who are taking notes are able to see the board. I chose this clip because I refused to answer a student question around 17 minutes and 10 seconds. Although it is difficult to hear the voice of my student, I told this student I already gave you directions because she had asked me if she should be copying the list that I projected onto the board. I did not give her an answer because before I put the list up I told the entire class that they were going to have 1.5 minutes to make any additions to their list of quiz topics that they had not already written down. I felt that the only way I could have been more explicit was if I had the words that I said typed on a slide for the students, but I want my students to learn how to take notes based on what they hear in addition to what is presented on the board. The rest of the students were busy jotting down the list of quiz topics or taking a picture of the list on the board instead of writing it down. I do believe that taking a picture of the list is an efficient way for students to get the list quickly so we can all move on in class. My only concern with this approach is that students are then not required to take any notes if they are just taking pictures of the screen. Although my classroom mentor and I have established a no cell phone policy in our classroom which is aligned with the school policy, many students still choose to use their cell phones in class. The consequences for having their cell phone out in class is either having my

classroom mentor or I confiscate it for the remainder of the period or being assigned a classroom or school detention depending on the number of violations. I allowed students to take a picture of the quiz topics because my classroom mentor had already set a precedent that phone usage for obtaining general class information is okay. I think that this event could affect students learning because this technique of having students list what they think will be covered on the quiz makes student reflect on what they have been doing for the past few weeks in class. It also allows students to see all of the resources, such as homework, classwork, do now, ticket outs, that they have to study for their quiz. This event also attempts to help students work towards becoming accountable for their own learning. The chosen clip is the first step towards guiding students to become independent learners who know how to use available resources to achieve their goals. This event suggests that I should continue allotting time in the classroom for students to practice reflecting on their own learning and using their resources in the classroom to facilitate their learning. My hope is to have students recognize the connection between what they do in class, what they do at home, and what their assessments expect them to do.