a.

Video Case Studies Project

b. Video Case Study #21 (Part 5 of 8) Exploring Issues of International Child
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f.

Labor
Ryan Thompson
EDCI 5260 Fall 2015
No paid teaching, co-teaching or paraprofessional experience.
Domain One Planning and Preparation
i. Domain Rating
a.) Effective: Emerging
ii. Evidence of Rating
1. Throughout the entire video (e.g. 0:00-14:00), the students in this
video are discussing the child labor situations (researched by them
before this video was recorded) in their respective countries with
their other group members. The students discuss among
themselves what actions can be taken in their respective countries
and all their countries to eliminate child labor. Their proposals will
inevitably be governed by the social context in each different
country, making the outcomes sufficiently open-ended. Yet, the
outcomes in a broad sense are clear and are stated as activities with
the clear intent of making history relevant for the modern day, a
most daunting challenge.
2. The outcomes, international in scope, strive to account for the
varying needs of all students. However, for whatever reason they
dont seem suitable for everyone in the class. At 14:00, the one
African American student in the class provides a stark contrast to
the other students in this video. Her silence and requisite body
language suggest that she feels utterly disinterested and alone. The
teacher actually acknowledged in her lesson reflection that she

feels she has a difficult time incorporating this student in her class.
Unfortunately, the students lack of involvement makes clear that
this challenge has not been conquered, so I cannot in good
conscience provide a Proficient rating for this teacher, although I
really want to.
g. Domain Two The Classroom Environment
i. Domain Rating
1. Highly Effective
ii. Evidence of Rating
1. According to the COMPASS Rubric, a hallmark of a Highly
Effective classroom environment is Students redirect classmates
in small groups not working directly with the teacher to be more
efficient in their work (7). In this video, this happens at 0:13,
when one student tells the other group members that they should
listen to the suggestions the Cambodia student has about
improving conditions or eliminating child labor in her country.
That student proceeds to confidently give her views, and all three
students listen to her. This all occurs without the teacher being
present.
2. According to COMPASS, in a Highly Effective classroom
environment, Instructional time is maximized due to efficient
classroom routines and procedures (6). Indeed, throughout the
entire video (0:01-15:00), the students seem to have internalized
classroom routines and procedures; thus, the classroom gives off
the vibe that it runs itself. Additionally, there appears to be no

loss of instructional time due to mundane tasks such as roll call,

passing out papers, etc.
h. Domain Three Instruction
i. Domain Rating
1. Effective: Proficient
ii. Evidence of Rating
1. At 1:00, the teacher seizes on a teachable moment whereby she
gauges the understanding of the student who boasted that in his
country, there is no child labor whatsoever. Skeptical of such
absolutist proclamations, the teacher used this students comment
to start a two minute discussion among all the students in the group
about how possible it would be to eliminate all child labor. Sure
enough, it took a lot of scaffolding until the students could be led
on a slightly more reasonable track.
2. According to COMPASS, How students are grouped for
instruction is one of the many decisions teachers make every day.
There are many options; students of similar background and skill
may be clustered together, or the more advanced students may be
spread around into the different groups. Alternatively, a teacher
might permit students to select their own groups, or they could be
formed randomly. In my estimation, the teacher took an
unfortunate situation (a racially homogenous classroom) and
divided the students into groups of four as heterogeneously as she
could. In the teachers own write-up, she acknowledged that she
gave every student a test to determine whether they were visual,
auditory, or kinesthetic learners. Once these results were in, she

grouped students according to these styles such that all these styles
were represented in the groups, as reasonably as could have been
expected. Additionally, from what I can tell no group appears to be
dominated by the same gender (a group of all males or all
females). For the most part (with the lone exception of the one
African American girl I highlighted earlier), this heterogeneous
grouping seems to have been proficient at engaging most of the
students in learning.