Spilman

Sabrina Spilman

EDUC 458

Video Self-Analysis

Video Self Analysis Protocol

1. Sabrina Spilman Wednesday, February 21st, 2018

2. Students can successfully write a poem that contains three hyperboles.

3. The objective was measured by having students create a hyperbole poem that contains

three hyperboles and has four lines. Whenever the students were finished, they had one of

the teachers check to make sure they had at least three hyperboles and four lines. The

results were very impressive. About 80% of students used hyperbole in the correct

content and had at last three within their poem. The other 20% had trouble using a

hyperbole in the correct content.

4. The most effective aspect of the lesson occurred at time stamp 5:00. This aspect involved

calling up volunteers to underline one hyperbole they see within the poem that was on the

board. This aspect was effective because it allowed all students to get excited about

coming up and using the smartboard. Also, the students that were confused were able to

see what a hyperbole was multiple different times by watching their peers identify each

hyperbole. Within the Danielson Framework domains, I believe that this aspect fell under

Instruction. The key standard that this aspect best represented was Engaging Students in

Learning-Activities and Assignments. This aspect of the lesson fell under the Instruction

domain because during this aspect of the lesson, I am giving instruction to the students by

engaging the students. The Engaging Students in Learning key standard is the best
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category that fits the activity that I was doing with my students because I am engaging all

of my students with the lesson by having them volunteer to participate.

5. The least effective aspect of the lesson occurred at time stamp 17:06. This aspect began

the process of explaining to students the steps of writing a hyperbole poem. This aspect

of the lesson seemed to be ineffective because I was reading the steps one by one of

creating a hyperbole poem straight from the computer, rather than modeling or explaining

to students. However, I did model the steps after I had read from the computer. I think

that if I had spoken and conversated with the students about the steps when I was sitting

down with the students rather than when I was standing, it would have kept them more

engaged and able to understand the steps of creating a hyperbole poem better. This aspect

of the lesson also fell under the domain of Instruction. The standard in fell under was also

Engaging Students in Learning-Structure and Pacing. I believe this aspect of the lesson

fell under Instruction because it is part of where I am instructing the students on how to

do the assignment. This aspect fell under Structure and Pacing due to the fact that my

structure of the lesson is where I was standing and reading from the computer rather than

conversating with the students. The structure and pacing of this particular moment within

the lesson needs to be adjusted to how the students learn best and clearly organized into

the lesson plan.

6. During instruction, I made a few modifications. The first modification I made occurred at

4:15. Originally, I had not planned on having a student read the poem out loud. I had

planned on reading it out loud myself, and then calling on students to come up and

underline the hyperbole. As I continued, I realized that if I called on a student to read the
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poem, it would allow more students to be involved in the activity. As a growing teaching,

my goal is to always engage as many students as I can throughout the lesson.

7. I think one modification I could make would be at time stamp 16:45. At this time, I

would possibly call on select students to come up and draw what image they have drawn

when they were listening to the poem. I think by allowing students to come up an share

what imagine they have in their head will help other students make connections and

understand better. Another modification that I would make to this lesson that would

increase my instructional effectiveness is at the beginning of the lesson at time stamp

1:40 I would have one or two students share their alliteration poems from yesterday so

that they could have a reminder of what their lesson was the day before. This will allow

students to make connections between the two types of figurative language.

Reflection on the Self-Analysis Process

8. The process of observing and analyzing my own instruction did impact my perspective in

regard to my teaching and my students learning. Before analyzing and observing my

video, I felt as if my lesson went rather smooth and that there wasn’t anything that I

needed to modify or make different. However, after observing my lesson the whole way

through, I realized that as an educator there will always be something that I can modify or

reiterate so that my students can get the most out of their learning. As I analyze my

lesson, I realized I had a lot of student integration, but there were times when it felt

rushed. Instead, I would want my students to feel like they aren’t in a hurry so that they

can learn to their fullest potential. By analyzing my lesson, I have noticed little things

that need changed to better benefit myself and my students.

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9. The process of observing and analyzing my own instruction impacted my perspective on

instructional decision making significantly. The reason this activity opened my eyes to

instructional decision making is because I was able to see how my hands-on teaching

methods impacted the students. By watching my students, I gathered that my students

significantly gained knowledge whenever they had the opportunity to draw what they see

during poems, and when they were called up to underline the hyperbole within the poem

on the smartboard. As I am watching my students gain knowledge throughout the lesson,

I realized that most lessons that I teach need to be hands-on and interactive. My

instructional decision making has been impacted dramatically after reviewing and

analyzing my lesson because of the knowledge and skills my students obtained

throughout the interactivity that took place throughout the lesson.