***PLEASE REVIEW THE PP ATTACHED FOR THE LESSON AND OUTLINE THE CHARACTERISTICS OF THE research-based instructional strategy THAT YOU HAVE CHOSEN ASAP SO I CAN INCORPORATE INTO MY RECORDING***—– I NEED THIS BEFORE WRITING THE ANALYSIS SO I CAN BEGIN THE RECORDING
THE ONLY PART OF THIS ASSIGNMENT NEEDED IS THE ANALYSIS SECTION; I HAVE CREATED AND WILL PRESENT AND RECORD THE INFORMATION
GRADING RUBRIC MUST BE FOLLOWED
The part of your lesson that you choose to record should focus on your chosen research-based instructional strategy. Although you may choose any part of the lesson to record, this requirement may be best showcased within the guided practice section. Investigate your district’s policies regarding taping students and obtain necessary permissions if you are including your students within the video (see Privacy Requirements below). Otherwise, showcasing you alone will be sufficient to meet this requirement.
After you have completed your lesson and your video recording, prepare an analysis of how you felt the lesson went overall. Refer to the actual things you said and did in your video when analyzing the lesson. Consider the following questions:
- How is the educational theory demonstrated in your lesson? Use evidence from the video to support your evaluation.
- How is the research demonstrated in your lesson? Use evidence from the video to support your evaluation.
- Was your choice of strategy successful? How do you know? Include student artifacts, assessments, and evidence from the video to support your analysis.
- In what ways were you able to meet the diverse needs of students? Use evidence from the video to support your analysis.
In addition to the questions above, include any additional information you feel may be relevant for this assessment. For example:
- Did your students understand your directions? How do you know?
- Was your delivery clear and concise?
- Were you able to meet all learning levels in your classroom?
- Did you have any behavioral management issues?
- Was your technology choice successful?
The following resources provide examples of possible instructional frameworks or models on which to base your lesson.
- Slavin, R. E. (2014). Making cooperative learning powerful. Educational Leadership, 72(2), 22–26.
- Benko, S. L. (2012). Scaffolding: An ongoing process to support adolescent writing development. Journal of Adolescent & Adult Literacy, 56(4), 291–300.
- Banda, D. R., Matuszny, R., & Therrien, W. J. (2009). Enhancing motivation to complete math tasks using the high-preference strategy. Intervention in school and clinic, 44(3), 146–150.
- Levy, E. (2007). Gradual release of responsiblity: I do, we do, you do. Retrieved from http://www.sjboces.org/doc/Gifted/GradualReleaseRe…
- Bas, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16(6), 1833–1864.
The following resources provide examples of instructional strategies you may consider for your lesson.
- Ferlazzo, L. (2017). Student engagement: Key to personalized learning. Educational Leadership, 74(6), 28–33.
- Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading Teacher, 66(4), 303–314.
- Spisak, J. (2014). Multimedia learning stations. Library Media Connection, 33(3), 16–18.
- Yanjie, S., & Manu, K. (2017). How to flip the classroom: “Productive failure or traditional flipped classroom:” Pedagogical Design? Journal of Educational Technology & Society, 20(1), 292–305.
- Duke, N. K., Halvorsen, A., & Strachan, S. L. (2016). Project-based learning not just for STEM anymore. Phi Delta Kappan, 98(1), 14–19.
- Kingsley, T. L., & Grabner-Hagen, M. M. (2015). Gamification. Journal of Adolescent & Adult Literacy, 59(1), 51–61.