Running Total of Time Spent Watching Videos
15 hours, 12 minutes, 2 seconds.
3rd Grade Main Idea Lesson
The teacher in the video employed the inquiring technique and group discussions to let students themselves answer the key questions of the class. There were no evident assessments of individual performance, but the teacher praised the students for their work at the end of the class. The method of teaching shown in the video had positive effects on the students since it allowed them to actively engage with the materials. The teacher’s way of maintaining a dialogue with students by asking them questions will be helpful for my future career.
4th Grade ELA, Main Idea
The teacher in this class relied on the technique of group work and asked students to find and solutions to certain tasks. Essentially, they had to discover information in the prompts given to them and use it as evidence for their answers. The teacher assessed groups by saying whether they answered correctly. Working in groups provides students with motivation to engage more actively in learning since they compete against one another. Such activity expanded my understanding of teaching techniques, and I will use it in my practice.
4th Grade Reading
The teacher in this video utilized several noteworthy techniques, including thoughtful logs and technology with the help of an interactive whiteboard. Students also exchanged their opinions on George Washington and embraced diverse perspectives. The task did not imply any assessment since the students had to voice their own views. At the end of the class, all children gained a comprehensive understanding of George Washington’s role in U.S. history. I found the idea of using thoughtful logs extremely beneficial since it allows students to track their thinking and make it visible.
5th Grade English Group Presentations
In this video, the teacher first asked students questions about different vocabulary relevant to the class topic and then let them engage in group presentations. The assessment of the presentation was conducted by other groups who had to rate their classmates’ performance. The aforementioned techniques were effective in developing critical thinking and presentation skills in students. I would use the idea of allowing students themselves to assess the performance of their classmates but would also add an element of a debate by letting the presenting groups respond to critique.
6th Grade Writing Using Adjectives
The teacher in this video used the standard techniques of inquiring and dividing students into groups of four to produce sentences containing adjectives. The teacher did not assess the students’ responses since all of them were correct and relevant. The group work was effective because it encouraged children to cooperate and be able to decide together on the appropriate solutions to their tasks. I believe that the class would benefit from smaller groups of two people to ensure that students could participate in discussions more actively.
6th Grade Informational
In this video, the teacher utilizes the close reading and inquiry-based technique to stimulate students to find the main idea of an informational text related to a short story. The teacher did not provide any assessment except for highlighting the correct answers given by the students. Such a method of teaching to discover and derive essential information from the text was successful because all students correctly answered all questions. The particular aspect of the class which I will use in my work is letting students annotate the text they read to ensure better understanding.
9th Grade ELA
The teacher used multiple techniques, including inquiry, group work, and poster boards, to encourage students to provide facts and identify common themes across different texts. By the end of the class, the groups of students had to make summaries that included the main ideas of the texts and supporting evidence. The teacher did not conduct an assessment but assisted the students if they struggled with the task, which ultimately helped them stay focused. I found the poster-board technique extremely effective since it allowed the students to compress all key information into one summary, and I will use it for my classes.
11th Grade Reading
In this video, the teacher used graphic organizers and asked students to fill them, first in groups and then on their own, and provide information on the text they read. The students had to list the main subject, several themes, and evidence in their support. No assessment was conducted, but all of the groups were successful in performing the tasks. I think that using graphic organizers is a positive practice since it allows students to structure their thoughts and ideas in a clear manner, and I will employ this technique in the future.
12th Grade ELA
In this class, the teacher chose the open discussion approach and encouraged students to provide their own ideas. By asking them about archetypal “fool” characters from literature and pop culture, the teacher let the students expand one another’s knowledge themselves. At the end of the class, all students snapped their fingers to praise themselves for good work. Such a method of teaching was effective because the students were able to list numerous characteristics of the “fool” characters. Nevertheless, I believe that the class could also benefit from extra activities such as watching movie snippets involving the aforementioned type of characters.
The class concerned teaching mathematics in a kindergarten, and the teacher employed techniques relevant for this level of education. The students engaged in the turn-and-talk discussions with learning partners and sang songs. They also used counting blocks which represented the characters from the songs that varied in their number. The teacher praised the student for their excellent performance, and the techniques she used were extremely effective. The class demonstrated the effectiveness of using songs for learning in kindergarten-level students and will employ it as part of my classes.
4th Grade Spatial Reasoning with Polygons
The video shows a class in which the teacher used a gradual approach to solving a mathematical problem. The teacher allowed the students to find relevant information in the text before starting the task. The students also split into groups to ensure a discussion. No assessment was conducted, and it was not clear whether the students really understood the assignment. I think that the teacher had to first show how to solve similar problems before giving the task to students.
4th Grade Math
In the class dedicated to the topic of multiplicative comparisons, the teacher used inquiry and a smartboard to help students visualize mathematical concepts. Once again, no assessment was provided, but the teacher granted the majority of students to speak, and they demonstrated an understanding of the subject. Therefore, the mix of methods employed by the teacher was successful because it challenged students to think and reflect while helping them with visual support. I believe that the use of a smartboard should be used more often in classrooms, and the video clearly proves its utility.
8th Grade Math
The teacher used an approach that involved individual and in-group activities, as well as asked students to fill out worksheets. Such a method was effective because all of the students were actively engaged in solving the task. No assessment was performed, but the answers given by students showed their understanding of the topic. The class helped me understand that letting students do tasks on their own before proceeding to group work is a reasonable strategy because it allows everyone to develop their own solutions.
10th Grade Modeling with Systems of Equations
The class was devoted to creating equations in two or more variables, and the teacher used strictly individual work. The students were encouraged to work on their own to produce solutions and then go to the whiteboard to present their findings. The students did not receive any assessment, but the teacher praised them for their good work if their answers were correct. The class showed the importance of individual activities in ensuring that the students are able to think independently and not rely only on team efforts.
11th Grade Mathematics
In this class, the teacher provided the students with a task to interpret linear models and the correlation coefficient. The students engaged in both individual and group activities and then presented their answers by putting them on the whiteboard. An assessment involved asking each student to provide their answers based on the data they generated in the class. The class demonstrated to me the significance of presentations in front of the class, and I will use this approach frequently in the future.
High School Polynomial Functions
The teacher encouraged students to present their equivalent polynomial expressions to the rest of the class, who had to comment on them. If the students struggled with the task, the teacher assisted them in solving it. No assessment was performed, but the students were actively engaged in all activities and received answers to their questions which proved the effectiveness of the teacher’s method. The class enhanced my understanding of how group discussions can be centered around individual work, and I will use it in my practice.
High School Algebra
The class involved teachers and students working together on solving a task, and Algebra tiles were used as visual support. The students utilized Algebra tiles to gain a better understanding of the task they had to solve. The technique was effective because students could use the tiles as a basis for making their expressions. The teacher did not conduct an assessment of students’ performance at the end of the class. The video helped me realize the significance of visual support, especially for struggling students, and I will employ this technique in my work.
High School Math
The class involved both individual and group efforts to solve a mathematical problem, as well as creative thinking tasks. The teacher allowed students to work on their own first and them discuss their findings in groups. The students also had to develop a story based on an equation and present their solutions in front of the class, but no assessment was performed. The video helped me grow as a professional since I discovered the value of combining both technical and creative skills to enable a more comprehensive understanding of subjects in students.
3rd Grade Main Idea Lesson
The class is based on individual work and presentations of solutions to the rest of the students. The teacher did not provide an assessment, but the class was effective since all students participated in the discussion and shared their ideas. The video showed the significance for students to compare their individual work to gain a better understanding of the topic. I derived considerable value from watching the video because it granted me another perspective on how individual activities in a class can be introduced.
High School Math Story Problems
The teacher employed a retrospective technique by asking students to refresh their knowledge about previously discussed concepts, and based on this information; the students have to find the main idea in a text. The teacher did not assess students’ performance everyone managed to give a correct answer to the key questions of the class. The approach shown in the video demonstrates the necessity for younger students to first remembers previously discussed information to be able to correctly perform news tasks. I will borrow the retrospective approach used in the class to implement it in my practice.
4th Grade Science
The class involved questioning students on the topic of crickets and then observing these insects in terrariums. Such an approach has numerous advantages since students get a chance to base their understanding simply on theoretical knowledge but also experience of viewing a real cricket. The class did not entail any assessment because everyone eventually came to a consensus. After watching the video, I realized that every class has to involve a balance between theoretical and practical knowledge.
4th Grade Motion Science
The lesson was dedicated to the topic of motion, and students were given an opportunity to use vehicles and observed how forces affected them. The students put their observations in a science journal, and the teacher did not conduct an assessment. It is hard to say whether such an approach was successful, but many students added entries to their journals describing the experiment they performed. The use of practical activities such as moving a vehicle in combination with critical thinking is an approach that I will certainly borrow for my work.
9th Grade Biology
The class was dedicated to teaching students about flatworms’ anatomy and involved creating them out of clay. The students also engaged in a discussion from which they discovered various aspects of worms’ taxonomy. The approach utilized by the teacher was successful since making worms strengthened students’ understanding of these animals. Following the example outlined in this class, I will also try to implement the same technique utilizing clay to assist my students in their learning.
10th Grade ELA/Social Studies
The class was dedicated to exploring the bystander effect, and during it, students engaged in group discussions of multiple resources related to the topic. The teacher divided students into several teams, as well as asked them questions that challenged their moral beliefs. The techniques used by the teacher were effective since they enabled students to share and discuss their unique perspectives on the main subject. The class changed my view that social studies classes should focus on individual work, and now I believe that group efforts can be extremely beneficial too.
Conceptual Teaching – Entire Video
The teacher in this class used conceptual teaching and enduring understandings to make the student familiar with news social studies ideas. The conceptual teaching was implemented by stimulating students’ critical thinking through writing about their beliefs on index cards. While enduring understandings were reinforced with the help of a wall featuring all previously learned concepts. No assessment was conducted, but the teacher’s approach was successful in motivating students to share their perspectives. The class inspired me to learn more about conceptual teaching, and I plan to use it as part of my practice.
How Heavy Is It? (Unit 4) – Classroom Video
The class helped children explore the notion of weight by using plastic teddy bears to calculate the weight of various objects such as an apple. The technique used by the teacher was extremely effective since children were engaged in the process and managed to perform correct measurements. The teacher did not assess individual performances, but no students encountered any problems with the class. The use of plastic elements to teach students about weights is a method that I find relevant for my teaching.
Calendar – Classroom Video
The teacher used several techniques, including group work, dancing, and using a math board and a calendar. The teacher was able to engage students by providing them with a challenge where they had to find a mistake in a calendar and fix it. The class also involved counting by tens with the help of a math board. The teacher assessed students’ understanding by asking them to repeat her questions and rephrase their answers. I found such an approach to assessment effective and chose to start using it myself.
Reading Informational Text in High School
The class was dedicated to teaching students how to read an informational text and the teacher employed several strategies, including work in small groups and discussions. The students had to find evidence in the text to support their ideas when answering the teacher’s questions and had to exchange their opinions with classmates. The teacher conducted an assessment by asking students whether they understood the information they received. The class helped me discover the aspects of the correct reading of informational texts, and I will use this method in my work.
Re-carpeting the Classroom (Unit 7) – Classroom Video
The class involved measuring the area of the classroom and calculating the price of recarpeting it. The teacher divided the class into groups and asked them first to measure the classroom and, based on the received information, to find the size of the area. The teacher assessed students’ performance by telling them whether their answers were correct or not. I found the teaching method to be effective and would use it myself since it relied on reinforcing students’ understanding of the topic through solving a practical task.
Cupid Targets Fractions and Recipes (Unit 3) – Classroom Video
The class involved asking students to solve a mathematical problem where they had to find the correct amount of each ingredient to make cupcakes. The teacher relied both on individual work and group discussions among students to enable them to compare their findings. The main assessment procedure conducted by the teacher involved asking students to raise arms if they understood the task. The approach was effective because everyone eventually managed to produce correct results but, I believe the class could benefit if the students would actually make cupcakes based on their recipes.
Guided Reading Lesson 2nd grade
The class was dedicated to exploring a book and, based on it, learning new concepts such as quotation marks. The teacher conducted group work where students had to repeat new words, read out loud, and discuss the plot. The assessment employed by the teacher involved taking notes of the individual reading abilities of the students. Overall, the strategies included in the video were effective because every child provided a correct account of the book they read. Nevertheless, in my practice, when working with small groups, I would use at least two books to prevent children from repeating others’ words.
2nd Grade Solve problems by finding number patterns
The class focused on teaching students how to determine certain number patterns, and to do it, the teacher used cards with numbers and a smartboard. Pairs of students were given several cards and had to put them in the right order. The teacher conducted an assessment of students’ comprehension by asking them if they understood the new information. The teaching method was successful since students could quickly discern number patterns, and the class showed me how 2nd-grade students could learn logic basics.
Georgia Department of Education. (2010). Calendar – classroom video [Video]. Apple Podcasts. Web.
Georgia Department of Education. (2010). How heavy is it? (Unit 4) – classroom video [Video]. Apple Podcasts. Web.
Georgia Department of Education. (2010). Conceptual teaching – entire video [Video]. iTunes. Web.
Georgia Department of Education. (2010). Cupid targets fractions and recipes (Unit 3) – classroom video [Video]. Apple Podcasts. Web.
Georgia Department of Education. (2010). Re-carpeting the classroom (Unit 7) – classroom video [Video]. Apple Podcasts. Web.
Massachusetts DESE. (2015). 2nd Grade Solve problems by finding number patterns [Video]. YouTube. Web.
Massachusetts DESE. (2015). Reading informational text in high school [Video]. YouTube. Web.
Massachusetts DESE. (2015). 10th grade ELA/social studies [Video]. YouTube. Web.
Massachusetts DESE. (2015). 10th grade modeling with systems of equations [Video]. YouTube. Web.
Massachusetts DESE. (2015). 11th grade mathematics [Video]. YouTube. Web.
Massachusetts DESE. (2015). 11th grade reading [Video]. YouTube. Web.
Massachusetts DESE. (2015). 12th grade ELA [Video]. YouTube. Web.
Massachusetts DESE. (2015). 3rd grade main idea lesson [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade ELA, main idea [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade math [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade motion science [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade reading [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade science [Video]. YouTube. Web.
Massachusetts DESE. (2015). 4th grade spatial reasoning with polygons [Video]. YouTube. Web.
Massachusetts DESE. (2015). 5th grade English group presentations [Video]. YouTube. Web.
Massachusetts DESE. (2015). 8th grade math [Video]. YouTube. Web.
Massachusetts DESE. (2015). 9th grade biology [Video]. YouTube. Web.
Massachusetts DESE. (2015). 9th grade ELA [Video]. YouTube. Web.
Massachusetts DESE. (2015). High school algebra [Video]. YouTube. Web.
Massachusetts DESE. (2015). High school math [Video]. YouTube. Web.
Massachusetts DESE. (2015). High school math story problems [Video]. YouTube. Web.
Massachusetts DESE. (2015). High school polynomial functions [Video]. YouTube. Web.
Massachusetts DESE. (2015). Kindergarten mathematics [Video]. YouTube. Web.
Massachusetts DESE. (2016). 6th grade informational text [Video]. YouTube. Web.
Massachusetts DESE. (2016). 6th grade writing using adjectives [Video]. YouTube. Web.
Massachusetts DESE. (2018). Guided reading lesson 2nd grade [Video]. YouTube. Web.