M4 U3 Activity 2: Giving and Receiving Feedback
Project Description
Overview Now that you have reviewed how to create a positive classroom climate and culture, norms and expectations, and routines and procedures, it is time to observe lessons. In this activity, you will be reviewing video lessons of teachers in your specific grade band for both the physical and online learning environments. Performance outcomes
Candidates observe lessons to analyze classroom climate, norms, and procedures
Candidates collaborate with a peer to identify strengths and weaknesses of the learning environment and make recommendations for improvement
What will you do?
Review two videos (one of a physical classroom and one of an online classroom) of a particular grade band that you plan to teach from the Activity Resources. Make a note of your observations about the learning environments, norms and procedures (or lack thereof), and the overall classroom climate.
Meet with a partner in Zoom to discuss your findings based on your notes. Discuss what recommendations you would give to the teachers in the videos. Record the meeting.
Reflect on the similarities and differences between your and your partner’s findings. Include the recommendations you would implement in your classroom (physical and online). Record or write your reflection.
Submit the edited video of the Zoom meeting (maximum 10 minutes) along with your reflection.
Report requirements
Partner discussion on video observations - Zoom recording (max. 10 minutes)
Individual written or recorded reflection on implementing recommendations
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Our group work
My reflection
Brian and I have watched the videos for grades 3-5 in the Physical Classroom and grades 6-8 online lessons. In general, we both agreed that the physical classroom lesson had a better positive classroom environment and climate than the online one. However, we also had some different views and perspectives. In all cases, we agreed on each other’s ideas views, which made the experience very valuable in filling in the gaps provided by our own experiences.
Grade 3-5 Physical Classroom- Strength
I think she did a good job on her learning differences (Standard 2) as she differentiated and offered support to ELLs by providing more manageable tasks for those with weaker English abilities, and more challenging ones for the students who had done well previously. This is something I would like to try in my class. She also did well in learning environments (Standard 3) where she emphasised collaboration rewarding students who worked well together, and created a strong presence of norms and procedures that helps to internalise rules by getting students to repeat, then asking follow-up questions (does anyone know…?), or repeating the instruction checks (what’s a Post It note?).
Grade 3-5 Physical Classroom- Weaknesses & Recommendation
Brian and I both recommend that she should consider making clear expectations of the time limit. For example: use a timer on the board for activities. And I think she could nominate students to speak and make group rewards rather than individual ones to avoid being stronger and more willing to speak up over others.
Grade 6-8 Online Lesson Video- Strength
I think he did a good job at the application of planning for instruction (Standard 7) as he reviewed the topic with an online game before moving on to a larger assignment, and his slides are clear and outline the lesson to be taught. He also gives clear reasons and detail when answering student questions.
Grade 6-8 Online Lesson Video- Weaknesses & Recommendation
However, it is a very teacher centred classroom as the teacher does all the talking, and I don’t see much interaction with students either. Students are off-camera (switched off) which does not help develop community, and also means there are fewer student contributions. I also agreed with Brian that it is not appropriate to say “I imagine you are all familiar with kahoot”, as students may feel ashamed to ask a problem if they didn’t know Kahoot before.
Furthermore, the slides are quite information heavy, so I would suggest the teacher should offer more checking time to make sure students understand what they have to do. And create more chances to let students be involved and share their ideas. Also, he could consider web-cam policy, and if appropriate to encourage students to have cameras on, then think of a strategy to encourage its use.
My partner's reflection
I agreed with Mei on many points about the two videos. I feel the Grade 3-5 in-person lesson was more effective because the teacher had a great rapport with her students and differentiated well for ELL. I recommend she enforce raising hands more and not fielding questions to the entire class. I also would like to implement this more in my classes so my students can be respectful of each other. I recommend she also give clear instructions on what qualifies as a "Dojo Point" so students know what is expected. Mei brought up a great idea to give the entire group points instead of just one student to encourage group work. Overall, I think the class was very effective in helping the students with the topic.
For grade 6-8 online class, I agree with Mei and noticed a lack of explanation and details when it came to assigning the project. The teacher started off by giving the students a lot of information on the project but lacked giving details and fielding questions from the class. I would have also liked to see an example of what an A+ project looked like to give the students an idea of expectations. Something I liked is that the students made use of the chat box to ask questions. This is something I would like to encourage my students to use if they are shy or not confident in their speaking abilities yet.
Resources
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