Video Analysis

.docx

School

Touro College *

*We aren’t endorsed by this school

Course

694

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by GrandTitanium878

1. How does the teacher demonstrate a respectful learning environment that supports students’ engagement in learning (include the exact exchange in the video and the exact time)? While watching the video, the teacher actively creates a respectful learning environment that is designed to promote student engagement and learning. This is shown at the 2:05 timestamp when she invites one of her students to respond to her question, giving him the opportunity to share his thoughts with the class. By doing this, she is effectively teaching her students about the importance of taking turns in the classroom, a crucial aspect of classroom etiquette. Through this turn-taking exercise, the teacher not only keeps her students engaged but also provides them with the chance to express their mathematical ideas and reasoning. Later in the video at 20:33, we see another instance of a respectful learning environment when the teacher poses the question to her class. "How many of you think we've shown what it equals?". By asking this question, the teacher acknowledges that every student may approach the problem differently, recognizing the individuality of their thought processes. This action also conveys to her students that it's perfectly acceptable to make mistakes and reinforces her respect for their thinking, regardless of the final outcome. A third demonstration of a respectful learning environment by the teacher occurs at 22:45 when she reassures her students with the statement, "It's okay if you are still confused." This statement communicates to the students that it's perfectly acceptable if they are still struggling with solving the problem. The teacher is not only offering them encouragement but also assuring them that they will work together as a group until they all achieve a solid understanding. 2. How does the teacher actively engage students in developing an understanding of mathematical concepts (include the exact exchange in the video and the exact time)? Starting at 5:20 and continuing until 6:55, the teacher uses a pedagogical approach that shows impressive benefits. After demonstrating and presenting a visual aid leading to a mathematical or numerical outcome, she asked her students to actively participate. They had the opportunity to approach the board and illustrate their individual thought processes and techniques, whether they had mentally solved the problem or worked it out on paper. Although this method may appear simple or routine, its impact is significant. It empowers the students to confidently represent their thought processes on the visual aid, allowing them to assess its effectiveness. It also provides other students with exposure to diverse problem-solving methods, expanding their knowledge of approaches to tackle similar challenges. The teacher took the initiative to revisit and discuss the methods presented by the students. This process helped the thoughts they intended to apply and served as a platform for validating or correcting their strategies for future problems. She elaborated on the purpose behind the visual aids, emphasizing that they were designed to help students think about and solve fundamental math problems more promptly and visually. This approach aimed to enhance their mental math abilities, allowing students to perceive the exercise's core purpose and, in turn, enhance their cognitive skills. 3. How does the teacher elicit student responses to promote thinking and develop an understanding of mathematical concepts (include the exact exchange in the video and the exact time)?

Throughout the duration of the lesson, the teacher actively asked for student responses as a means to encourage critical thinking and cultivate a deeper understanding of the concepts. This approach becomes evident when the teacher initially uses the chunking strategy at the 11:11 timestamp. Her intention with this strategy was to encourage her students to contemplate the relationship between the two words, "multiplicative comparison," essentially urging them to see a smaller word embedded within a larger one. The teacher continues to help her students' thinking skills by posing another thought-provoking question at 13:08: "What can you infer they might do with the apples besides eating them?" This step in the lesson is crucial because the teacher aims to equip her students with the ability to understand the meaning of a word problem effectively. Solving a word problem uses a two-step process: translating the English words and their meanings into a mathematical expression and solving the equation. By asking the question, the teacher helps her students in grasping the underlying significance of the words as a part to solving the word problem. When the teacher uses a different word problem on the smartboard and inquires whether the students notice any "repeated words" at the 23:52 timestamp, she continues to foster their analytical thinking. She is also using a valuable strategy for tackling word problems, the identification of "key words" that signify specific math operations. 4. How does the teacher use representations to develop students’ mathematical concepts (include the exact exchange in the video and the exact time)? Throughout the lesson, the teacher uses various visual aids to support her students' comprehension of different math concepts. At the beginning of the video, (0:58) she shows her students to a dot representation of the number 18, asking them to recreate it in their notebooks. She then challenges her students to circle groups of dots, at 3:06, a practice that helps them grasp the whole number by breaking it down into manageable parts. Encouraging her students to engage in this exercise also reinforces the idea that each individual possesses unique thought processes, promoting an environment of acceptance for diverse perspectives. This activity allows students to articulate their thought processes and gain insight into their peers' approaches, fostering a collaborative learning environment. Later in the lesson, at 14:15, when presenting a word problem on the smartboard, the teacher uses a red and a yellow circle to represent apples in the problem and indicate their ownership. These visual representations serve as an important tool for students to visualize the word problem, making it easier. In turn, students become active participants in their learning, as shown by their interactions with the smartboard and their creation of their drawings. The teacher uses representations into her instructional approach when she inquires, "What should go with our picture to make it very clear that we have an answer?" (20:39). She then adds, "We have got some equations up here, we've got a visualization, a picture of up here, what else would even make it better?" (20:50). In this example, the teacher reviews the range of representations used to interpret the word problem. By utilizing representations as manipulatives, students gain the ability to interact with and express their mathematical ideas effectively to their peers, promoting collaborative learning and a deeper understanding of the subject matter. 5. How does the teacher use evidence from the lesson to adjust her teaching practice to meet students’ varied needs (include the exact exchange in the video with the exact time)? What suggestions can you offer the teacher to strengthen her practice based on

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