REFLECTION ON TEACHING THROUGH VIDEO ANALYSIS

UNDERGRADUATE ELEMENTARY EDUCATION TEACHER EDUCATION PROGRAM

SENIOR YEAR THREE VIDEO ANALYSIS PRACTICUM II PRACTICUM III STUDENT TEACHING

PRACTICUM II FIELD EXPERIENCE  TWO FULL DAY IN AN ELEMENTARY CLASSROOM  WEEKLY SEMINAR  PLAN AND TEACH 10 LESSON  CONCURRENTLY TAKE METHODS OF READING AND LANGUAGE ARTS AND SCIENCE  VIDEO TAPE ONE LESSON  REFELCTION ON VIDEO USING HISTORIC FORM

HISTORIC VIDEO FORM  COMMUNICATION SKILLS: Did you ….  Use appropriate and correct vocabulary?  Use correct phraseology at a level understandable by the children?  Project your voice so that all could hear you?  Speak too loudly?  Articulate clearly?  Use vocal techniques to stimulate interest in the lesson?  Communicate enthusiasm and interest verbally and nonverbally?  Give clear, concise, and complete directions?  Communicate to everyone in the group?  Listen to the student’s questions, ideas, comments, etc?

CONT- HISTORIC FORM  CLASSROOM ENVIRONMENT: Did you ……  Establish and maintain a learning atmosphere?  Facilitate smooth transitions between segments of the lesson?  Pace the lesson in a manner that engaged the students?  Add notes of interest, use humor, or provide feedback to increase motivation?  Make sure that all students participated in the lesson in some way?

CONT- HISTORIC FORM  LESSON/CONTENT: Did you ….  Follow your lesson plan?  State the purpose of the lesson clearly?  Relate the new lesson to previous learning or experiences?  Present accurate information?  Prepare appropriate examples?  Ask questions at a variety of cognitive levels?  Use ‘wait time’ to stimulate student thinking?  Check for understanding in appropriate ways?  Bring closure to the lesson?  Achieve the objective of the lesson?

PRACTICUM III/STUDENT TEACHING FIELD EXPERIENCE  LINKED PLACEMENT- SAME CLASSROOM FOR TWO QUARTERS (20 WKS)  PRACTICUM III- TWO FULL DAYS A WEEK  WEEKLY SEMINAR  PLAN AND TEACH 15 LESSONS – PIII  CONCURRENTLY TAKE METHODS OF MATH AND SOCIAL STUDIES  STUDENT TEACHING- TRADITIONAL FORMAT  BIWEEKLY SEMINAR  VIDEO TAPE LESSON IN PIII AND STUDENT TEACHING  REFLECTION ON VIDEOS USING FROZEN MOMENT PROTOCAL

FROZEN MOMENT PROTOCAL  While engaged in teaching there are many opportunities to learn. Even a single moment of teaching can be full of important information that is useful to understanding the teaching/learning process that is occurring. This Video Analysis Questionnaire is designed to help you examine and analyze the meaning of important moments in your teaching..  As you review your video tape, look for those moments that you feel have real potential to facilitate your learning. Consider events that you might have wanted to freeze in time (i.e., “Frozen Moments”) if you could so that you were able to think it through more. The intention of this reflective exercise is to take you back into those moments to look more closely and to learn more fully from them.

CONT-FROZEN MOMENT PROTOCAL  Frozen Moment:  Describe one key frozen moment in the space provided. What were you doing? What were the students doing? What were you trying to accomplish? (If necessary, use back side of paper.)  During the Frozen Moment, what were you thinking? What specific thoughts were going through your head in that moment? Write in the space below.

CONT-FROZEN MOMENT PROTOCAL  Looking to the future: Review all of your reflections. How can you use this data about the frozen moment in the future?  1. Write one or two questions that can guide your future learning from practice?  How would you go about answering your questions?  Finally, use your analysis and critique to revise the original Lesson Plan. Bold or annotate changes on the original Lesson Plan. Do not write a whole new plan. If no changes are called for, indicate that on the top of the original plan

WHAT NEXT?  REQUIRE A VIDEO TAPE ANALYSIS ON ONE SPECIFIC CONTENT AREA (READING, LANGUAGE ARTS, MATH, SCIENCE, SOCIAL STUDIES)  A DIFFERENT PROTOCAL DURING STUDENT TEACHING EXPERIENCE.  A NEW PROTOCAL FOCUSING ON WHAT THE STUDENTS ARE THINKING AND LEARNING

THE TEACHNG PERFORMANCE ASSESSMENT CONSORTIUM TPAC

ILLINOIS POLICY September 1, 2015 – All teacher candidates completing teacher preparation programs in the State of Illinois must complete TPAC in order to be certified. Approved Teacher Education Programs need to phase in TPAC by July 1, 2013

WHY TPAC COMMON CORE STANDARDS NEW INTASC STANDARDS NCATE/CAEP SPA ENDORSEMENTS  TPAC WILL PREPARE NOVICE TEACHERS FOR THE NEW DEMANDS OF COMMON CORE STANDARDS.

TPAC DESIGN  DISCIPLINE SPECIFIC  STUDENT CENTERED  EXAMINE TEACHING PRACTICE IN RELATIONSHIP TO STUDENT LEARNING  ANALYTIC  TARGETED DIMENSION OF TEACHING PERFORMANCE  INTEGRATIVE- INCLUDE MULTIPLE MEASURE- COMPLEX VIEW OF TEACHING

WHAT DO CANDIDATES NEED TO DO  3-5 DAY LEARNING SEGMENT ( PLAN, TEACH, VIDEO TAPE AND ASSESS  COLLECTION OF ARTIFACTS AND COMMENTARY/REFLECTION ON PLANNING, INSTRUCTION AND ASSESSMENT.

EXPECTATIONS OF TPAC  TEACHER CANDIDATES PROVIDE DESCRIPTION AND EVIDENCE OF WHAT THE CANDIDATE AND STUDENTS HAVE LEARNED  TEACHER CANDIDATES PROVIDE RATIONALE FOR PLANS IN TERMS OF KNOWLEDGE OF STUDENTS AND RESEARCH/THEORY EXPLANATION OF WHAT HAPPENED IN TERMS OF STUDENT LEARNING  WHAT IS THE TEACHER CANDIDATES THINKING ABOUT WHAT THEIR STUDENTS HAVE LEARNED AND WHAT THEY HAVE LEARNED

TPAC CAPSTONE/SUMMATIVE  TPAC ALSO NEEDS TO BE FORMATIVE AND ADDRESSED THROUGHOUT TEACHER EDUCATION PROGRAMS COURSEWORK AND FIELD EXPERIENCES

EXAMPLE TPAC RUBRIC  TARGETED COMPETENCIES  PLANNING  INSTRUCTION  ASSESSMENT  REFLECTION  ACADEMIC LANGUAGE

ACADEMIC LANGUAGE  CONTENT SPECIFIC ACADEMIC LANGUAGE  PROFESSIONAL ACADEMIC LANGUAGE

QUESTIONS ?? CONCERNS ISSUES