What are some of your personal idiosyncrasies?
What can you do about
them?
● Something that I found myself being a little uncomfortable with is that
there is a lot more quiet time and down time during my special education
small groups than in my general education experience.
What did you do to set the mood or climate for learning? Would you do
anything differently?
● To set the mood and climate for learning, we began with reviewing the
number we worked with yesterday. We talked about what our hundreds,
tens, and ones chart looks like and what a hundred, ten, and one looks like
in a three digit number.
Analyze your questioning. What do you notice in terms of quality, levels,
wait time, your response to students?
● I think I maybe need to use a little less wait time with my small groups than I
am used to. Maybe this was because I only had 2 students during this
lesson and they were pretty quiet students, but I felt that there was a lot of
quiet time. I also think that my questioning could be a little more targeted
to meet these students' needs.
How did you build on student responses to promote further thinking and
comprehension?
● I built on my students responses based on what I think they were
understanding best and what they maybe needed a little help with. I think I
could have done a better job with asking them some extending questions
based on their responses.
How do you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage
in learning?
● During this lesson I noticed that my students were really understanding the
hundreds, tens, and ones digits, but were not understanding how to
represent the number with base ten pieces. I used this information and
altered my instruction a little in order to give them more time to practice
just this skill.
How did your instruction link students' prior academic learning and personal,
cultural, and community assets with new learning?
● In my student’s general education classroom, they are currently learning
about place value and using base ten pieces. By extending this lesson in
our small groups with more individual support, this helps these students
succeed in their general ed curriculum.
With what progress are you the most pleased?
● I think I am most pleased with my ability to move smoothly through a lesson
and no longer need to look at a lesson plan the whole time or stick exactly
to my plan. I am able to alter my instruction based on what I feel the
students are or are not understanding.
What areas do you believe you still need improvement?
● Something I think I need to improve during my small group lessons is my
questioning. I think that I need some more targeted questioning during my
lessons, and that I can extend the students' learning based on their
responses to these targeted questions.
What changes would you make to your instruction to better support student
learning of the central focus?
● I think that I need to ask my students more targeted questions and break
down my more broad questions into smaller, more understandable
questions. I think that I could ask some more questions that extend the
learning and really make sure that the students are showing me for sure
that they are understanding the content.
Why do you think these changes would improve student learning?
● I think these changes would help make sure that the students are fully
understanding the material. It would help them come to their own
conclusions about their learning instead of me telling them what the
answers are.
(If this is not your first video) Describe the differences you are seeing in yourself
as a teacher.
● N/A
