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Video Analysis of Teaching (VAT) Assessment of Clinical Practice

Video Analysis of Teaching (VAT) Assessment of Clinical Practice. Tamara D. Banks EDUC 7725 Spring ‘14. Overview of Observation. Setting : 4 th /5 th grade Math combination class Class size : 25-28 students

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Video Analysis of Teaching (VAT) Assessment of Clinical Practice

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  1. Video Analysis of Teaching (VAT) Assessment of Clinical Practice Tamara D. Banks EDUC 7725 Spring ‘14

  2. Overview of Observation • Setting: 4th/5th grade Math combination class • Class size: 25-28 students • Task: Students must write many types of equations and draw various pictures representing 2.4. • Opening period: Students reviewed procedures for task. (Teacher-led) • Working period: _worked in pairs to come up with these equations _worked with different partners to reach a consensus about existing equations and added new ones to original list _discussed/shared equations with whole group • Closing period: proved whether the digits to the right of the decimal place represented the remainder to a partner/small group

  3. Overview of VAT plans • I applied my knowledge of Informational Processing throughout this observation. • I examined several aspects of teaching and learning in the classroom including: classroom management differentiated instruction language support

  4. VAT Plan 1: How would you apply your knowledge of Information Processingto improve the instructor’s classroom management in the video you observed? • In the beginning of the lesson, the teacher gave directions for the task. The students followed along and read specific words from the directions. Afterwards, students were expected to complete task. • In order to improve classroom management, allow students to rehearse directions and explain task with peers. By doing so, the teacher will ease any frustration of students not understanding procedures. • According to the PowerPoint, students received the directions by listening or using auditory processing. As they followed along while the teacher read the directions they used visual processing (“Informational Processing”, n.d., slide 6). Rehearsing directions will support students’ working memory.

  5. VAT Plan 2: How would you apply your knowledge of Information Processingto improve the instructor’s differentiated instruction ? • The teacher asked students to create various equations that represented 2.4. Students worked with a partner to come up with these equations. • In order to improve the teacher’s differentiated instruction, manipulatives, computers programs or other interactive tools should be used. • While allowing students to work with these tools, students have a variety of ways to input information to support brain development. The physical activity will help students retain information and support pattern recognition. (“Informational Processing”, n.d., slide 6-7).

  6. VAT Plan 3: How would you apply your knowledge of Information Processingto improve instructor’s language support in the classroom? • The teacher read the directions for the task while students read specific words. The teacher uses content-specific vocabulary in his directions. • In order to improve language support, a Math word wall should be posted in the classroom. Students should create personal word wall in their notebook. Concept map could be used to support lesson. Learning goals should be posted and read aloud by whole group. Content-specific vocabulary should be reviewed in opener. Key vocabulary should be highlighted within directions and/or listed.

  7. VAT Plan 3 (continued) • Students use language to process information accurately (“Informational Processing”, n.d., slide 9). As a performance indicator on the GAPSS observation form, the instructor can use verbal and non-verbal communication to foster students’ learning in the classroom (Georgia Dept. of Education, 2013, pg.4). Throughout my years in the profession, I found that reviewing helps activate students’ prior knowledge

  8. Conclusion • While observing this teacher using my knowledge of Information Processing, I realized that he currently incorporates several concepts in his classroom. • I found three aspects of teaching and learning in which he could make improvements. • In my professional opinion, these VAT plans could support student achievement in his classroom. I enjoyed this experience. I understand that I must remember how students learn while developing my lesson plans. I need to continue to create a classroom environment that enhances students’ learning experiences.

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