1. Demonstrates knowledge of the disciplines and subject matter related to curriculum.

Presents content in way students can understand: I used the book Spiders to drive instruction and
asked questions based on the book and the non-fiction text features.
Answers questions appropriately and correctly, and directs learning to suitable sources: I urged
students to use their book and non-fiction text features to answer questions. I would also answer any
questions or help the student if necessary.
2. Designs interdisciplinary and discrete subject area instruction to achieve curriculum goals.
Establishes clear and useful objectives: The lesson was designed to teach the children about different
spiders through reading a non-fiction book. I was clear when I explained why we were doing the
lesson and what we would be doing next.
Seeks opportunities to integrate learning from various disciplines: I had an extension activity
planned that included writing, but we did not get to this activity.
3. Uses appropriate technologies and resources to enhance instruction and student performance.
Has knowledge of current technologies and attempts to incorporate it in teaching: I used a small
whiteboard to write student questions on and display pertinent symbols.
Matches appropriate technologies to lesson objectives: Not applicable.
Instructs students in appropriate use of technology: Not applicable.
4. Selects and designs appropriate, authentic means of assessing student learning progress.
Uses pre-assessments to determine students' background knowledge: I asked the students to share
existing knowledge that they have about spiders as well as what they wanted to learn.
Encourages students to assess and monitor their own progress through self-reflection: We revisited
student questions after reading to see if we were able to answer them.
Gives a choice of assignments toward meeting objectives: The students asked their own question and
were able to answer it with or without the use of their books.
5. Implements management strategies to promote a safe and positive learning environment.
Instructional Management
o Prepares for each lesson: I prepared a lesson plan a few days in advance in order to review and
edit if needed. I also got the books and whiteboard ready before the reading lesson.
o Provides for a safe physical environment for students: They were on the carpet with me. This
is a familiar and comfortable area for the students to use during reading groups.
o Establishes a classroom environment that fosters student achievement: My group environment
was set up in a way that helped them learn. However, I could have scanned the rest of the
classroom more often in order to keep the volume down.
o Uses class time effectively: Each reading group is 20 minutes long. We got right to work and
used every minute.
o Builds connections to students' prior knowledge: I asked What do you already know about
spiders? and What do you remember about different non-fiction text features? Both
questions built on prior knowledge and were aligned with my objectives and learning target.
o Incorporates student responses or questions to help direct curricular decisions: I used the
questions that the students asked prior to reading as my lesson purpose. The students knew
why we were reading Spiders.
o Engages all students equitable in discussions and activities: Each student got a turn to share
prior knowledge and ask questions before reading. We were also all able to discuss the book
and our questions after reading.
Behavior Management
o Defines and adheres to clear classroom policies and procedures: The students and I followed
the set classroom rules and procedures set up for small-group reading.
o Strives to develop attitudes and work habits that promote responsibility and respect for others:
I prompted student to use correct behavior as needed. I could have focused on the rest of the
classroom more often in order to keep it quieter for my group.
o Engages and keeps students on-task: The students were on task at all times even though the
overall class volume was a little louder than normal.
o Provides appropriate feedback for student behavior: I used non-verbal cues (proximity, body
language, etc.) and vocal reminders when necessary.
o Analyzes classroom problems and initiates appropriate solutions: I could have urged the
students outside of my group to stay quiet and be on task at al times.
6. Engages students in learning activities that promote critical and creative thinking.
Uses varied questioning strategies: I asked questions where I was looking for a specific answer,
some that prompted student thought, as well as having students ask themselves what they wanted to
learn from reading spiders.
Uses "think" time for student responses: I gave plenty of think time to my student while still
keeping the lesson on track. I would prompt or re-ask a question if it was needed.
Helps students assess validity and reliability of information: I used student knowledge and new
learning as much as possible. We talked about different ways to figure out answers when reading
non-fictions texts.
Encourages students to use multiple strategies and techniques for problem solving: We focused on
pertinent non-fiction text features such as labels, table of contents, index, and pictures. *During the
second half of this lesson (not taped), a student asked a question that the book didnt answer. We
problem solved and used the computer to help us find the answer.*
Helps students summarize and develop generalizations: The students answered their own questions
after reading. As I mentioned before, we were not able to answer all questions, but used other
informational sources to help.
7. Designs and organizes learning environments to accommodate learners.
Helps students to accept responsibility for learning: They chose what they most wanted to learn
about spiders by asking pre-reading questions. I prompted them to use tools that they already knew
and were familiar with when reading.
Uses a variety of materials, strategies and activities to accommodate learning styles: We had both
books and the whiteboard (to visually display student questions) for our materials. The students and I
had a discussion about the book, so there was verbal learning as well as visual (Spiders, illustrations,
and the whiteboard).
Establishes clear and useful objectives: We discussed why we were reading this book, but I did not
display or talk about the target that I had in my lesson plan.
Creatively connects lessons with student experiences to make learning useful: I asked what the
students already knew about spiders in order to hook their interest, figure out what they already
knew, and to let the students know why they were reading Spiders.
Designs developmentally appropriate lessons: I used curricular resources and a correctly leveled
book when planning my lesson.
8. Communicates clearly, accurately, and professionally to diverse audiences.
Communicates enthusiasm for learning and teaching: I was upbeat and positive throughout the
lesson and showed interest in students questions, comments, and learning.
Uses effective listening skills: I gave an appropriate amount of think time and repeated or
summarized students questions and comments.
Speaks clearly and with appropriate voice inflection: My students were able to hear and understand
both me and my meaning.
Uses Standard English: I talked and wrote using Standard English.
Gives clear directions and explanations: They understood my directions and what they needed to
accomplish.
9. Reflects on professional responsibilities and demonstrates commitment to fairness and the ability
of all to learn.
Maintains a professional appearance: I wore professional clothing and showed pride in my
appearance.
Demonstrates fairness by meeting the educational needs of all students in a caring, non-
discriminatory, and equitable manner: Throughout the lesson, we all took turns speaking and I
promoted and pointed out positive behavior.
Lesson plans and student interactions demonstrate the belief that all students can learn: I believe that
any one of my students can complete the tasks I ask of them. This is shown in my lesson plan
(learning objectives and student-friendly target).
10. Have you improved or achieved the goals established from your first taping? If so, document by
giving two examples. If not, explain why.
After watching my second video and reviewing my goals from my first video critique, I think I
both achieved and improved upon my goals. I talked more slowly and was more clear with my
directions and modeling. This fostered better student involvement and achievement. I also gave
the students more think and response time, which allowed students to really articulate their
thinking and to be prompted less. In my review of my Video Lesson 1, I noticed that I used the
word so a lot in order to give myself more think time. I used so less in this lesson and was
more comfortable in my delivery of the lesson. Overall, I think this lesson was an improvement
on my last lesson and I learned a lot by watching myself teach.