Students engage in a range of observations and reflections, considering how examples of
teaching, learning, curriculum and assessment emerge in a wide range of contexts, and creating
opportunities for professional knowledge development. You will observe through these videos
in which all the behaviors and reactions of faculty and learners are your observations
descriptions. The cumulative picture of these accounts of education will form the basis for your
statements about the development of teaching principles. Each video link is one observation,
please write all video observation descriptions separately. (In the same Word document but take
observations and reflections separately.) After each observation description, please write short
reflection separately on each of those videos.
The format of writing each video observation description and reflection:
Video Name
Observation Description Reflection
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Please write each video observation description and reflection in one table.
When you take observation notes, you can just write down what you saw in the videos, you do
not need to focus on the prompts. When you write reflections of each video, please make sure
that the reflections are related to the prompts.
The total observation descriptions and reflections are 15 (tables).
- Curriculum – InTASC Standards 4-5: Content Knowledge and Application of Content
2.1 Specify a content area or discipline related to the learning space or text you have identified.
Outline the central concepts of the content area or discipline by creating specific lists of what
learners are expected to know (facts), understand (concepts and principles), and be able to do
(skills) as a result of teaching and learning goals that are explicit or implied
2.2 Describe how authentic, real world learning is/can be represented as part of content
knowledge
2.3 Create a series of engaging activities in a content area that offer varied opportunities for all to
learn the essentials you have outlined
2.4 Observe two learners engaging with content in both formal and informal instructional time.
Formal instructional time may include structured lessons, events, and other educator-led
activities related to the goals of the curriculum. Informal instructional time may include
lunchtime, breaks, or recreational time in or outside of the learning environment. Compare and
contrast how the learners apply the knowledge, skills, and ideas learned as a result of both formal
and informal programming?
Video Links: - https://www.youtube.com/watch?v=IpVgjiCKK4s
- https://www.youtube.com/watch?v=Q-2kwcK9NWc
- https://www.youtube.com/watch?v=PXcNaWEAQSQ
- Assessment – InTASC Standard 6: Assessment. The teacher understands and uses
multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teacher and learner’s decision-making.
3.1 Identify, observe and document the formal and informal assessment strategies used before,
during, and after instruction.
3.2 Evaluate a lesson plan that demonstrates how assessment data is or can be used to plan for
the intellectual, social and/or physical development of the learner
3.3 Observe a learning experience and evaluate the success of the lesson for all learners
3.4 Collect work samples from two or more (amended from menu) students. Collaboratively
assess the students’ work with another educator. *Note: This is optional depending on whether
you can find access to student assessment samples. If you refer to these samples in your essay,
delete any reference to student names or use a pseudonym.
Video Links: - https://www.youtube.com/watch?v=gnc0ORY7fw8
- https://www.youtube.com/watch?v=2pLT-olgUJs
- https://www.youtube.com/watch?v=HFimMJL3Wz0
- https://www.youtube.com/watch?v=Wt7cUX0IP1c
- Instruction – InTASC Standards 7-8: Planning for Instruction, Instructional Strategies
4.1 Define an equity issue in the learning context. Observe or suggest 3-5 activities that resolve
or respond to the issue
4.2 Describe how technology is/is not applied in the learning context. What might be the
consequences
4.3 Describe a range of classroom management strategies and/or instructional approaches that
support respect for all learners, conflict resolution, timely transitions, maintenance of learners’
attention during instruction, active student engagement, and social justice
4.4 Listen for 5-7 statements that colleagues (cooperating teachers, program administrators, etc.)
utilize consistently with learners to enable participation in decision making, to work
collaboratively and independently, and to engage in purposeful learning activities
Video Links: - https://www.youtube.com/watch?v=zx_5whBOiZ8
- https://www.youtube.com/watch?v=kZxNldBEU6o
- https://www.youtube.com/watch?v=Kg38A1ggYiE
- https://www.youtube.com/watch?v=fyfxUZpRTGo
- https://www.youtube.com/watch?v=Wk_OfUHpCbM
In the following videos and experiential learning activity you need to pay attention to the
following prompts across standards:
2.4 Observe two learners engaging with content in both formal and informal instructional time.
Formal instructional time may include structured lessons, events, and other educator-led
activities related to the goals of the curriculum. Informal instructional time may include
lunchtime, breaks, or recreational time in or outside of the learning environment. Compare and
contrast how the learners apply the knowledge, skills, and ideas learned as a result of both formal
and informal programming?
5.1 Observe a professional meeting or faculty meeting in a learning space. Describe and critique
issues discussed in this meeting.
5.2 Observe a conference between parent-teacher and/or teacher-adult student. Describe and
critique issues discussed in this meeting.
5.3 Identify neighborhood or community-based resources that might enrich your curriculum
planning and teaching