summative videotape analysis
TRANSCRIPT
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SUMMATIVE VIDEOTAPE ANALYSIS 1
George Mason University
EDUC 614
William Rodick
Summative Video Analysis
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SUMMATIVE VIDEOTAPE ANALYSIS 2
Classroom Description
The American School of Metropolitan Florianopolis (ASMF), located in
Florianopolis, Brazil, is an IB World School, with both the Primary Years Programme
and Middle Years Programme complementing standards compiled from Common
Core State Standards (CCSS), American Education Reaches Out (AERO), and
Brazilian national standards (PCNs). The philosophy of the International
Baccalaureate, its learner profile attributes, its emphasis on holistic learning, and its
aim to build globally-minded, well-rounded students, runs throughout the curricular
aims of the entire school, and into each classroom. Instruction at the school is given in
English for our American program, and in Portuguese for our Brazilian program, and
the school offers language courses in Spanish and Chinese. ASMF is a small, private
school of about 220 students providing curriculum and instruction from pre-school to
12th grade. Class sizes are increasingly smaller in middle and high school. The size of
ASMF allows for greater parental involvement than one might experience at a large
public school in the U.S. At the same time, the size of the school does limit the
availability of resources for students with special needs, although there is an on-hand
school psychologist, and because a large portion of the population is local, a full
English as an Additional Language (EAL) department.
The IB MYP Year 5 (10th grade) Language A English class, which I teach, is
made up of a group of 12 total students. This course meets three times per week
Mondays from 1:30 to 3:00 p.m., Tuesdays from 9:30 to 11:00 a.m., and Fridays from
2:15 to 3:00 p.m. Each of these class meetings is held in a different classroom, and
each of those classrooms regularly belong to another teacher, who is kind enough to
allow us its use. As a result of the inconsistency of our classroom environment,
students do not have assigned seats, and the location of desks within a classroom is
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different depending on the room, and occasionally different depending on the way
that classrooms teacher had previously wanted his or her desks to be arranged.
However, depending on the learning activity, we do rearrange desks frequently to
accommodate pair work, discussion, and other groupings. For this videotaped lesson,
students were arranged in two groups on opposing sides of the room, so that they
could work with their teams, but address their opponents, who they were debating.
This classroom affords us the use of two whiteboards, a projector and screen, a
classroom computer, and about 16 easily moveable desks (desks are sometimes used
for other classrooms when there happens to be a need). Each student brings in his or
her own electronic device, and for many this means a personal notebook computer,
and for others this means an iPod or iPhone.
Of the 12 students in the course, 10 identify themselves as Brazilian, and of
those 10, 1 is a first-generation Brazilian with Italian ancestry, and 1 is a first-
generation Brazilian with Chinese ancestry. Of the remaining 2 students, 1 is French,
and 1 identifies himself as American, although he was born in Venezuela. There are 5
girls in the course, and 7 boys.
None of the students in this course have an official individual education plan
(IEP). The school does not have a program for special education students, and does
not have a system for identifying students with learning disabilities or emotional
disturbances.
All but one of the students in the class has a primary language other than
English (10 have Brazilian Portuguese as a first language, and 1 has French). Three of
the students had never studied English from the perspective of a language arts or
literature curricular framework before this school year, and only one student ever
studied English from that perspective before becoming a student at the school.
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Lesson Description and Analysis
This videotaped lesson is the last of three debates held during a unit in which
students are reading non-fiction books, writing editorials, and completing steps for the
IB MYP personal project an independent work of research and creation that serves
as a culminating lesson for students in 10th
grade. The debates serve as a complement
to the skills of language analysis and development of argumentation that are required
for the writing of the editorial and in the reading of nonfiction. The debates afford
students an opportunity to engage with nonfiction through a unique format different
from their editorials, and in collaboration with peers. The debate is an opportunity for
students to use certain overarching skills for the course, and for me as the teacher to
help them in developing those skills. It is a formative lesson by which students can
understand aspects of performance that are directly applicable to the editorials, which
is a summative assessment for the unit.
The IB is guided by ten learner profile attributes, and of the five focused on
within the unit, the debate examines the practice and development of two of those
attributes: reflective and thinker. The debate had students become reflective of their
knowledge and of their work as individuals and as a team, and during the debate,
students considered previous responses along with the responses of their opponents
before each turn. Students also relied heavily on their skills as thinkers, synthesizing
multiple sources of information, including unexpected information as it was
introduced in a back-and-forth debate format, consistently attempting to be persuasive
and supportive of one larger argument. The MYP is also driven by skills that are
considered transdisciplinary and essential for ensuring that students have good all-
around working skills, and these are called the approaches to learning. Of the four
approaches to learning skills planned for this unit, students practiced each in the
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debate. Skills of reflection and thinking overlap from the learner profile, but
additionally, students had to exercise organizational skills and information literacy
skills. Much like students will use organization to impact audience in writing
editorials, they needed to organize the teams arguments in order to be persuasive in
the debate a task designed more purposefully in this second videotape analysis.
Before the debate, students were provided a topic, but needed to conduct research to
find support for the arguments they were making, and in the search for such
information, they needed to determine which sources were beneficial and credible a
similar skill to what is required of them in writing their editorials.
This third debate expanded upon the learning aims of previous debates, and as
such, was designed to accommodate a progression of student learning. There were
two major design flaws for the second debate that had to be addressed. The first flaw
was a lack of student engagement. Although students were active and participative,
they were not invested in the topic for discussion. This led to my own frustration,
which was visible in my reaction to student passivity. The second flaw was student
motivation. With my encouragement, students worked collaboratively, but the ideal
would be for such work to be self-driven.
Both of these flaws could be corrected by altering lesson design to account for
student interest. Before the second debate, I had posted a discussion board thread
asking students to suggest interesting topics for debate. There was no response, so
when we began class, students felt forced to decide on a topic, and they had to choose
between topics that they felt were pushed on them. I decided to alter the design for the
third debate to find out about student interest early enough that disinterest could be
addressed and the plan could be changed.
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During the class before the third debate, I provided opinion sources that
students could look through to get ideas, and we explored topics together. Each
student then responded to the discussion board with three topics, and I shared my own
as an example (Debate Topics Appendix A). We discussed, provided reasons for
choosing a topic, and then voted. We decided on a debate about the use of military
drones. After a brief period for allowing students the opportunity to conduct research
that would inform them of a stance, we broke up into for and against groups. New
discussion prompts were posted for students where each student needed to post an
argument connected to a persuasive appeal, along with a found resource (Group
Shared Arguments Appendix B). This would ensure that the group had a collective
trove of information that could be used efficiently as they worked in groups during
pre-debate preparation time.
Carol Ann Tomlinson (2008) emphasizes how empowering students as
learners, who are able to gauge their work based on criteria for success, is an
important part of differentiation (p. 30). It is for this reason that the rubric is a central
point for self-evaluation and that I make reflection an integral aspect of the course.
On the day of the debate, the class began with a reflection that was deliberate and
focused: What happened in the last debate for you as an individual and as a team?
What went well, and what didnt go as well? Once students had time to reflect, and
discuss their reflections briefly with neighbors, we went to the board to discuss the
types of skills related to our rubrics and the writing of our editorials that overlapped
with success in the debate.
Another guideline for the design of this lesson was purposeful inclusion of
wait time. Classroom dynamics can lead students to be riddled with anxiety, and
thinking on the spot is only one method in which our brain responds to information.
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rechecking of their ideas against the ideas of peers and experts, students are
consistently engaging in progressions of learning. This is expounded once students
share their ideas with the oppositional team, and hear designed feedback that is
inherently negative, pushing students back into the learning so that they can craft
statements again based on new feedback. In an article on teaching models and their
effectiveness, Joyce, Showers, and Rolheiser-Bennett (1987) found that the more
complex the outcomes (higher-order processing of information, problem solving,
social skills and attitudes), the greater are the effects, and the design of this debate
created situations for complex interaction with information and outcomes (p. 17).
Although one could argue that a debate alone might not be an example of
project-based learning, I designed the lesson to align with the descriptions of Lattimer
and Riordan (2011), so that our debate might reap similar benefits to those of project-
based learning:
Academic rigor: How do the projects address key learning concepts or standards, or
help students develop habits of mind and work associated with academic and
professional disciplines? (Lattimer & Riordan, 2011, p. 19). The design of the lesson
ensured that certain standards guided student learning, and these were related to
subject-specific as well as the transdisciplinary skills that will be useful to students in
their future professions. Some of these academic goals were explicit, and some were
implicit, and these implicit skills are ones that extend beyond this lesson to be
addressed through other activities in the unit.
Explicit Implicit
LA.WR.10.1. Write arguments to support claims
in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence
LA.WR.10.1.a. Introduce precise claim(s),
distinguish the claim(s) from alternate oropposing claims, and create an organization that
LA.WR.10.1.b. Develop claim(s) and
counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of
both in a manner that anticipates the audiences
knowledge level and concerns.
LA.WR.10.1.d. Establish and maintain a formalstyle and objective tone while attending to the
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establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
LA.WR.10.2. Write informative/explanatory texts
to examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and analysis
of content.LA.WR.10.2.b. Develop the topic with well-
chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other
information and examples appropriate to the
audiences knowledge of the topic
LA.WR.10.7. Conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
LA.WR.10.8. Gather relevant information frommultiple authoritative print and digital sources,
using advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard
format for citation.
LA.WR.10.9. Draw evidence from literary or
informational texts to support analysis, reflection,
and research.
LA.SL.10.1. Initiate and participate effectively in
a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partnerson grades 910 topics, texts, and issues, building
on others ideas and expressing their own clearly
and persuasively.
LA.SL.10.1.a. Come to discussions prepared,
having read and researched material under study;
explicitly draw on that preparation by referring to
evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-
reasoned exchange of ideas.
LA.SL.10.1.d. Respond thoughtfully to diverse
perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or
justify their own views and understanding andmake new connections in light of the evidence
and reasoning presented.
LA.LA.10.1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
norms and conventions of the discipline in which
they are writing.
LA.WR.10.2.d. Use precise language and
domain-specific vocabulary to manage the
complexity of the topic.
LA.WR.10.2.e. Establish and maintain a formal
style and objective tone while attending to thenorms and conventions of the discipline in which
they are writing.
LA.WR.10.5. Develop and strengthen writing as
needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing
what is most significant for a specific purpose and
audience.
LA.WR.10.6. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products, taking
advantage of technologys capacity to link to
other information and to display information
flexibly and dynamically.LA.SL.10.1.b. Work with peers to set rules for
collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
LA.SL.10.1.c. Propel conversations by posing and
responding to questions that relate the current
discussion to broader themes or larger ideas;
actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and
conclusions.
Authenticity: How do the projects use a real-world context and address issues that
matter to the students? (Lattimer & Riordan, 2011, p. 19). This third debate was
more strategic in ensuring that the topic related to student interest. Students also had
autonomy in choosing each persons role in the overall argument and the information
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that he or she wished to use. The question about drone use, which was a topic the
students chose, is relevant, current, and most importantly, addresses questions that do
not have direct answers. This follows David Thornburgs ideas about creating inquiry
that matches the technological influence and access for students who are thinking in a
new world: If people already know the answer, and it can be looked up on Google,
why ask the question? Let's ask them real questions [] It's messy. It's unclear. There
are differing points of view (Borovoy, 2012).
Applied Learning: How do the projects engage students in solving semi-structured
problems calling for competencies expected in high-performance work organizations
(e.g., teamwork, problem-solving, communication, etc.)? (Lattimer & Riordan, 2011,
p. 20). As indicated through the standards that shape the activity, students work
cooperatively to create the best argument possible, each working to contribute their
own evidence and research that fits within the larger context of the major collective
thesis either for or against the use of military drones. We discussed the skills that
drive successful debates before the debate began, and connected these skills to other
learning they practiced in planning their editorials. The structure of their work was
also solidified by the use of a rubric that gauges organization.
Active Exploration: How do the projects extend beyond the classroom and connect
to work internships, field-based investigations, and community explorations?
(Lattimer & Riordan, 2011, p. 21). The active exploration for this task relied on
interaction with the digital world. Students explored opinions through the use of
editorials and news articles, but they also relied on personal experience in one of the
more moving speeches, which relied on pathos, the emotional appeal of
argumentation, a student discussed his fathers death through military service, and
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how the use of personnel in ground fighting, rather than the use of unmanned drones,
costs countries and families.
Adult Connections: How do the projects connect students with adult mentors and
coaches from the wider community? (Lattimer & Riordan, 2011, p. 21). Although
students were not connected to adults in physical communities, they did rely on me as
the teacher to help them in developing argumentation, although much of my coaching
had been ongoing through other debates and the editorial writing process. Students
also digitally connected to adults, through the use of their expertise to support
argumentation. Although this could be considered a stretch, this digital connection
with experts in the field is nearly as beneficial as physical guidance, particularly as it
models the type of mentorship that they are likely to face while working in career
fields in the future.
Assessment Practices: How do the projects involve students in regular exhibitions
and assessments of their work in light of personal, school, and real-world standards
of performance? (Lattimer & Riordan, 2011, p. 21). Students exhibited their skills
for each other, and as students interacted through debate, they learned with and from
each other. For this to extend into a true example of project-based learning, the
students could hold the debate in a public forum. I had considered an extension of the
project in this fashion, but until the students can develop full confidence in this
process, an exhibition might turn into preparation for the project, rather than a focus
on the learning that is gained through the project a narrow use of projects is
something that Lattimer and Riordan warn the reader about: PBL often fails when
the emphasis falls too heavily on the project element of the title rather than on the
learning (p. 18).
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Reflection
I planned to keep the positive aspects of the last debate alive in this debate. I
made directions clear, reiterating positions and directions so that students understood
how to transition into group work. I reminded students of applicable knowledge from
the previous lesson, making it clear that the lessons build upon one another so that
students could use reflection to inform performance. I moved around the room,
making sure that I could provide adequate attention and assistance to each student. I
provided suggestions, differentiating guidance as necessary to reach student need
while remaining cautious against limiting opportunities for thinking. I posed
clarifying questions to formatively gauge preparedness, keeping teacher talk to a
minimum even when students needed guidance, primarily relying on group talk for
responding to questions.
The lesson was directly connected to building argumentation skills similar to
those that students will use when writing their editorials. The debate had an added
bonus of allowing students the chance to practice these skills formatively and in
groups, so that they could evaluate themselves during the process of practicing these
skills. They also practiced collaboration and speaking skills. I was concerned that in
the last debate, I had been the one who was most aware of the skills they were
developing, and to provide students with greater ownership of their development, the
review of associated skills before students prepared for the debate proved valuable.
To a degree, students were engaged in conceptual understanding. This debate
topic was more purposefully aligned to the conceptual goals of the unit than the last
debate topic, which had focused on Lance Armstrong and the loss of his titles. This
debate topic, about the use of military drones, certainly fit with our area of interaction
focus health and social education. The significant concept for this unit Culture
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influences perception, and is a starting point for understanding others, and knowing
how to be understood by others, was not as connected to the topic, although students
did discuss their cultural and national bias regarding the use of military drones. They
also demonstrate the concept through their interactions during the debate, but this was
not overtly addressed. I could have guided them more towards a topic that would
directly connect to the significant concept, but I felt that using a topic that students
found interesting was more important following the second debate. Students did use
skills that were transdisciplinary and worked beyond subject-specific expectations.
The lesson did not ask students to engage in a variety of activities, but within
the large activity, students were asked to do many things, such as research,
collaborate, present information, defend information, and evaluate the course of
argumentation. Also, within the larger activity, students were able to take on varied
roles. Regarding variety to reach student differences in learning, this lesson allowed
students to do the things that they are good at (one student may have researched
information for others, written ideas out before speaking, or could have remained
completely by him or herself to contemplate the topic discussion) while also forcing
them to exercise the skills that they may not be good at (collaboration, speaking, etc.).
They were able to take advantage of self-assessment as a tool to guide individual
learning and individual demonstration of skills.
The previous debate had not been planned to take into consideration
demographics or background knowledge. Since this group is largely made up of
students who are still gaining proficiency in the use of the English language, I
increased the time students had for planning before the debate began. I also had
students seek related sources for homework before the class began so that they had
greater opportunities to find information that matched their own reading levels and
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initial ideas. The dependence on technology for this assignment through the use of
newspaper editorials, for which I provided links, and the use of guided discussion
posts in the Schoology resource helped students interact with a variety of
information, much of which they could each shape to their individual abilities,
interests, and ideas.
Although it was intentional that I provide greater time in preparation for the
debates, I did not keep track of time well enough. Two arguments were actually
missed at the end, and students who were able to speak soon before the end of class
felt rushed to finish. I also think this lesson could have benefited from a prior lesson
that had been focused on teaching speaking and speaking skills. This is a group of
students that lacks confidence in speaking, which is one reason for the format that I
provided, but I could have enhanced confidence further if forethought in teaching
these skills could have shifted student focus on persuasion and argumentation during
the debate. I do plan to now use portions of the video recording and their
performances as practical examples for reflection to teach speaking skills. Although
students used the rubric to help guide their debates, the use of the rubric could have
been continuous through the debate, so that students could have easily checked back
to see how they were progressing as a team.
Students were far more motivated, involved, and cooperatively responsible
without the need for my reassurance. I am thrilled with how the exercise went, and
how the learning was improved through the use of particular models and strategies.
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References
Borovoy, A. (2012). David Thornburg on the Evolving Classroom (Big Thinkers
Series). Edutopia.K-12 Education & Learning Innovations with Proven
Strategies that Work. Edutopia. Retrieved December 6, 2012, from
http://www.edutopia.org/david-thornburg-future-classroom-video.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria: Association for
Supervision and Curriculum Development.
Joyce,B.,Showers,B.,&Rolheiser-Bennett,C.(1987).Staffdevelopmentand
studentlearning:Asynthesisofresearchonmodelsofteaching.
EducationalLeadership,45(2),11-23.
Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in
meaningful work.Middle School Journal, 43 (2), 18-23.
Tomlinson, C. (2008). The goals of differentiation.Educational Leadership, 66(3),
26-30.
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Appendices
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Debate Topics - Appendix A
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Group Shared Arguments Appendix B