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Video Analysis of Teaching. Assessment of Clinical Practice in a 4 th /5 th Grade Classroom Melissa Hallmark EDUC 7725. Overview. The following Video Analysis of Teaching will cover three areas of Social Constructivism— VAT Plan1 : How to incorporate real-world application into the lesson
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Video Analysis of Teaching Assessment of Clinical Practice in a 4th/5th Grade Classroom Melissa Hallmark EDUC 7725
Overview • The following Video Analysis of Teaching will cover three areas of Social Constructivism— • VAT Plan1 : How to incorporate real-world application into the lesson • VAT Plan 2: How to improve cooperative behaviors during the lesson. • VAT Plan 3: How to improve classroom management in the classroom.
VAT Plan 1: Social Constructivism & Real- World Application (teacher Action) • How to apply Real-World Application to the Problem Based Learning activity: • Students are driven to learn in correlation with the content’s daily use outside of school. • Apply the idea of remainders and decimals to a real world scenario that would be found in a real-world situation • Allow students to investigate problem and then insert a real-world problem and allow students to base solution and future discussions to focus on that real-world scenario.
VAT Plan 2: Social constructivism & Cooperative Behaviors • How to improve cooperative behaviors in the classroom: • The quality of thinking is better as a result of having more perspectives and the opportunity to process verbally rather than just mentally (Slavin, 1994). • This way, student pairs have a chance to hear multiple perspectives and mold their theories before coming back together. • TheGraffiti method of cooperative learning could also have lent itself to this particular “2.4 problem.”
VAT Plan 3: Social constructivism & classroom management • It is important to create a set of guidelines for open and constructive dialogue among peers in the classroom. • Creating a set of language expectations for cooperative learning activities is very important. • certain phrases or “debate talk” should be modeled and expected during activities • students may feel more comfortable sharing • The teacher could model sharing protocol for when students finish giving input.
Conclusion • Through these three plans, the social constructivist classroom can reach its full potential. • Incorporate Real-World Applications to problem-based activities. • Improve cooperative learning behaviors by centering instruction on students have ample opportunities to collaborate with different peers throughout the lesson. • Improve classroom management by providing protocol for appropriate dialogue for peer discussion and debate.
