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Video/Audio Analysis

Minutes: 0:15-10:15 in Video

1. Accurately describe your interaction patterns from the audiotape and support

your description with evidence.

I would say that my interactions were friendly with the students, yet could have beenfriendlier. When reflecting on the video I noticed that I was focused on responding to

studentscomments without confirming their comments. Throughout the time I

acknowledged students comments by saying okay as well as raising my eyebrows andnodding my head.

When I was not able to hear what a student said or I wanted the rest of the group to hear

it I would ask them to repeat to. A few times it came off as a yes or no question saying,Could you repeat that? But most of the time I would ask, What do you mean by that?

or What was that? Students were willing to repeat or expand on their information for

the class.

I was able to ask a large amount of questioning and questions seemed to keep the flow of

the classroom going. I asked both thought provoking, but also some yes or no questions. I

was happy to see that I was able to ask more thought-provoking questions as opposed toyes or no questions.

2. Accurately describe and provide rationale for the desired state of interaction

patterns (this should be consistent with research of effective teaching).

When researching best practices, effective teaching and looking at desired state of

interaction patterns, it is important to analyze what I as a teacher am doing. It may seemimportant to see how the students are all acting, however, it is more important to view my

own interaction pattern and how I teach and continue to analyze and reflect on my

teaching by collecting data and comparing it to research effective teaching.

3. Compare the actual state of your teaching with the desired state represented in

your developing research-based framework and make appropriate

recommendations and concrete strategies that will move your interaction patterns

progressively toward you desired state of teaching.

One thing that I did not do much of is walking around and circulating duringconversation. When students worked in groups and discussed I walked around and

listened to students, however, when it was whole group conversation I stayed at the front

by the trays where we were experimenting. In the moment I thought it would make sense

to instruct in front of the trays, but as I viewed the video I noticed several times thatwhile students were discussing and bouncing ideas off of each other I could have walked

around and circulated more.

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Though I was able to ask a lot of thought-provoking, open ending, and extended-answer

questions, I would like to improve on the wording of how I asked questions. I was

conscious of my questions and did not want to ask many yes or no questions. A lot ofquestions I came up with on the spot were worded poorly. For example, I asked What do

you think could be, if we didnt do it carefully or if we did do itcarefully, what are the

outcomes that you think would happen?

Though the students were able to create conversation, this may not always happen in

every class. I need to recognize this before I speak, slow down to think, and then ask a

question that is clear and understandable.

4. Develop a written transcript of 10 sequential questions and the SATIC code you

gave each.

You will also reword or provide a different question for any question of the 10 that you

transcribe that does not promote deep understanding or fit with what you know to be

effective teaching/questioning.

5. Turn in your recording and completed SATIC sheet with the paper.

My questions included:

What are some ways you think you could break down these hills?

-Directs them to turn to talk with a partner.

Will each group share something they talked about?What do you mean by sift?

-Few other students respond, acknowledges with an Okay

So what do you think will happen when you do those things to the soil? (9)

How do you think we could experiment with this?What are some things we could use to experiment with this?

So, what were you saying about water? (directed at student)

How would we put water on this? (14)Did you guys have something else?

How would that pressure impact it? (18)

When we do this experiment, where do you think we should pour the water?(19)

Where do you think?

How do you think we could do this using a spray bottle? (23)

So, how many times do you think we should spray it?Is there any other way wecan get water on there?

Do we want to start by spraying it then?

So what do we think is happening right now? (31)

What could you do to make it not spread out?This water bottle only sprays it, so what is something else we could do?

Should we tryit?

Do you want to try spraying it somewhere else first?Do you guys see anything happening now?

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