The First Clip Starts At The Beginning Of The Class Period

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

The teacher selects five cards to demonstrate to the class how to place the fractions cards in the boxes correctly. The teacher thinks out-loud to model to students how can they choose the appropriate box to place the first card. Then the teacher repeats with the second card.

You are in a “classroom” observing and observe the following behaviors from students. You are to respond to each of the questions regarding each student scenario.

Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan number.

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

Match the number of questions, including the Essential Question and the questions in the left column

When I began to read question one to Charlie, he began to show he was unsure of what the question was asking him to do. After re-reading the question to him, he understands it and began to work towards a final answer. His strategy to finding an answer for this particular question was similar to Mylee’s. He first wrote out 1-20 and each of the twenty students he wrote out the multiples of 2 under each number. As he went through, he realizes that some of the students he wrote down were only counted for

About two weeks into the semester, each of the six groups was assigned roles and responsibilities for the rest of the semester. My group was chosen to become the hospitality group. Our responsibilities included cleanliness in the classroom, collecting money for food, and bring food to class each week following the theme’s we set for them. Within our group, we also delegated roles to each member to ensure our task was

In this regard, the most influential aspects that spoke to me were to remain diligent in establishing ground rules for behavior or setting norms, and designating and clarifying roles for each group member. These ideals are not new and have also been encouraged in a wide variety of other educational texts which promote methods for using collaborative groups in the workplace. Robert Garmston tells readers that the typical roles in a group are the engaged participant, the facilitator, the recorder, the role authority, and citizen facilitator. He goes on to suggest the rotation of facilitator and recorder roles (Garmston, 2012), thus helping every participant to feel as if they have a voice and is able to

After watching the video and hearing instructor’s brief explanation, the participants are invited to share their reflection each other and then present one or two

This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked the problem in a different manner and used different accommodations based on their ability level; nevertheless, they solved the problem. Communicating the error

They then left a gap to construct their own success criteria after (marked B on artefact). This allowed for discussion after the lesson for the students to work out if we were successful. As a group we discussed a model example, and worked through each stage slowly together. Then we had another example, each student worked through it at their pace. As a group we checked in an each student explained a step to their neighbour. Hale and City (2006) notes that allowing a student to pair-share will often encourage discussion they may be reluctant to otherwise

“Group task roles affect the group’s ability to achieve its common goal by focusing on behaviors that help get the job done” (Engleberg & Wynn, p.52). “Maintenance roles affect how group members get along with one another while pursuing a shared goal” (Engleberg & Wynn, p.53). I think our group did a great job balancing task and maintenance roles. Everyone was able to stay focused while in class and even keep each other up to date on assignments and the process of the project through a group chat. Along with doing this, we all became pretty

Throughout this lesson students will be hands on and engaged with the material. Students will need to cooperate with one another in order to learn and expand their knowledge. When doing the experiments students will have to work together and consider each others opinions. During the informal assessment students will be working in groups and discussing what is happening to the crayon or granola bar. During this lesson students will have to cooperate with one another in order for the activities to run smoothly. Cooperation allows students to work with one another and consider others options and thoughts. While students work together they are able to help their peers and asks their peers questions if the material is confusing. Student interactions

[In clip 2 at 0:57 the student explains how she knows that -24 is less than -12. She explains this by saying, “because -24 is farther away from 0 than -12 is.” I responded to her by saying, “Positive 24 is further away from 0 than positive 12 and positive 24 is greater than positive 12. So, how… what’s our difference there?” One student in the group said, “because you’re dealing with negatives and then positives.” The other student in the group said, “Negatives… um… is counting down and for positives it’s counting up.” Through this conversation and their explanations, the two students could deepen and solidify their conceptual understanding. I was able to get the students to connect positive and negative integers and see how they relate and