Entry 8: Fall Video Analysis
I began the class with a Do Now that required students to write down two essential questions that would be answered by the end of the week. Students wrote down these two questions at the top of the activity worksheet. I then moved in to explaining what and how they would complete the day’s activity. To introduce the activity I began by having students review the basic information they already know about the material. I asked general questions so students could get ready for finding the information they needed to for the activity. I then scaffold the activity for students by verbally explaining the activity worksheet while students looked at their own worksheet. Once I verbally explained the tasks they would need to do and what they were required to finish by the end of class I set them off in their groups to begin their work. Then students begin working as groups at each table on their assigned element. I walk around the room to assist students individually and as a group. When the group finished with their element I directed them to select one member of their group to write their answer on the board. I had the same sheet that they were using to do the activity on the white board so they could easily put their groups answer on the board.
During the specific moment I selected (Video 1 from 10:10 to 10:55) I was answering a student’s question during the activity. I was responding to his specific question about helium and how to write its electron configuration. I was pointing to the worksheet and the period table to direct the student’s attention to the tools they have that will allow them to find the answer. I am not directly giving them the answer to their question. I use questions he can answer to get them him towards answering the question he initially asked. The student is answering the questions by utilizing the period table and waiting for the expression and reaction verbally to their answer. He then begins on working to find the answer to this question as I walk away to help other students. This event was a good example of facilitating individual learning during a class activity. I made the student ask a specific question before I helped them. I then used guiding questions to get the student to answer their own question. In future my practice I believe I need to continue having students ask specific questions when they do not understand something and then find ways to get students to answer their own question with the knowledge they already have.
I sound enthusiastic and energetic about the activity. I also seemed rushed at a few points by talking rather fast and not leaving very much wait time after I ask questions. I spent about half the period time explain the directions and reviewing the example element at the end to wrap up class and the other half of the class moving around the room answering individual questions. Students are doing a variety of things throughout the period. They begin the lesson they are looking at their papers and towards the board in order to understand the task. During the activity a few students are laughing and having off task conversations. Since I moved around the room the entire time I was able to redirect their focus to the activity. I would want to be a student doing this activity because it involves a variety of ways to practice the skills that will be on the test. I would want the ability to choose between how I completed the activity individually, with a partner, or the small group at my table. If I were a student during this activity I would have enjoyed the autonomy of how to complete the worksheet.
I began the class with a Do Now that required students to write down two essential questions that would be answered by the end of the week. Students wrote down these two questions at the top of the activity worksheet. I then moved in to explaining what and how they would complete the day’s activity. To introduce the activity I began by having students review the basic information they already know about the material. I asked general questions so students could get ready for finding the information they needed to for the activity. I then scaffold the activity for students by verbally explaining the activity worksheet while students looked at their own worksheet. Once I verbally explained the tasks they would need to do and what they were required to finish by the end of class I set them off in their groups to begin their work. Then students begin working as groups at each table on their assigned element. I walk around the room to assist students individually and as a group. When the group finished with their element I directed them to select one member of their group to write their answer on the board. I had the same sheet that they were using to do the activity on the white board so they could easily put their groups answer on the board.
During the specific moment I selected (Video 1 from 10:10 to 10:55) I was answering a student’s question during the activity. I was responding to his specific question about helium and how to write its electron configuration. I was pointing to the worksheet and the period table to direct the student’s attention to the tools they have that will allow them to find the answer. I am not directly giving them the answer to their question. I use questions he can answer to get them him towards answering the question he initially asked. The student is answering the questions by utilizing the period table and waiting for the expression and reaction verbally to their answer. He then begins on working to find the answer to this question as I walk away to help other students. This event was a good example of facilitating individual learning during a class activity. I made the student ask a specific question before I helped them. I then used guiding questions to get the student to answer their own question. In future my practice I believe I need to continue having students ask specific questions when they do not understand something and then find ways to get students to answer their own question with the knowledge they already have.
I sound enthusiastic and energetic about the activity. I also seemed rushed at a few points by talking rather fast and not leaving very much wait time after I ask questions. I spent about half the period time explain the directions and reviewing the example element at the end to wrap up class and the other half of the class moving around the room answering individual questions. Students are doing a variety of things throughout the period. They begin the lesson they are looking at their papers and towards the board in order to understand the task. During the activity a few students are laughing and having off task conversations. Since I moved around the room the entire time I was able to redirect their focus to the activity. I would want to be a student doing this activity because it involves a variety of ways to practice the skills that will be on the test. I would want the ability to choose between how I completed the activity individually, with a partner, or the small group at my table. If I were a student during this activity I would have enjoyed the autonomy of how to complete the worksheet.