Videotape Reflections – Example 3
EDEC 476
Rizzi
Videotape Self-Assessment and Analysis
For my videotaped lesson I introduced and taught fact families to the students for Math. I
based my lesson off of the Everyday Math curriculum. I told the students that fact families show
the relationships between numbers within addition and subtraction facts. They consist of three
numbers as well as two addition and two subtraction facts. The three numbers in the fact family
are always in the four written facts. After introducing and showing some examples of fact
families I had the students practice working with fact families.
I introduced the lesson by having a student read the essential question written on the
board. I started the lesson over because the video camera ran out of battery so I had to switch to
my phone. So, I had already introduced the essential question to the students previously. As I
was introducing the lesson, I think that I could have been more enthusiastic about it. Since
Student 10 comes in late to math because she is out at resource for the morning, I have to make
sure she comes in and joins the group. Something I noticed as I was doing the first activity is I
should have asked the students why they picked those numbers or explain their answer. I kind of
just went with what the students said but didn’t justify why to the whole class that number was
part of the fact family.
I think that the intent of the lesson was clearly presented. I started off the lesson by
introducing the essential question and then telling the students that’s what we would be learning
about. After we practiced writing the first fact family, I think I did a good job in making the
connection that what we just did was a fact family. The learning that took place during this
Videotape Reflections – Example 3
lesson can be connected to prior knowledge and learning experiences. The students have worked
a lot with dominoes so they know that by counting all the dots equals the total number. Since I
knew that the students were familiar with the dominoes I figured using them to create numbers
for fact families would help them.
The guided practice for the learners was Domino Disco and their Math Workbook. As a
class we did a page in their Math Workbook to practice fact families In the Workbook and at
Domino Disco the students practiced writing the three numbers in the fact family and the whole
fact family. For Domino Disco, I played music and the students would walk/dance around the
room until the music stopped. When the music stopped the students would find a seat and pick a
domino. Off of the domino, the student would write the three numbers in the fact family for the
first few rounds. After the students got some practice they began writing the whole fact family.
In order to differentiation, I had my higher math students use dominoes with higher
numbers. I had these dominoes at one table and I asked the students in that higher math group to
stop at that table. If I saw that students were mastering the dominoes I would bring them one
with the higher numbers on it and ask them to try it. Also, for the students that didn’t finish the
work that we did as a class in their workbook I had them finish during workshop time.
Throughout the lesson I incorporated small group, whole group, and independent work for
learning experiences.
I didn’t do closure until after Domino Disco and it was the end of my lesson. I just
reviewed fact families with the students and some things they learned about them. I made sure to
tell the students that we would continue work with fact families the next day. My assessment for
the lesson was just observation and a checklist. As the students were writing the numbers and
Videotape Reflections – Example 3
facts on their slate boards I would pick a few people each round and record if they got the
concept or not. I think that for the most part the majority of the students understood facts
families. The only concern I had, that I planned to review the next day was to make sure the
students knew that the three numbers that go with the domino are the only three numbers in that
fact family.
Something that I need to continue to work on is my voice tone. A lot of the times I think I
am being really loud but I am still quiet. Sometimes I worry too much about what I am going to
say so things come out different. From previous experience I learned that you have to rephrase
things a lot to make sure everyone understands. This is something that I think I did pretty well in
this lesson. At the beginning of the lesson, I feel like I was walking around a lot on the carpet
while we were at the Promethean Board. I am not really sure in this case if it was a good or bad
thing. But I think the reason I was moving around so much was to make sure the students were
engaged and paying attention.
At one point in the video I thought to myself I need to call out Student 19 because they
weren’t paying attention. The next question I asked, I called on Student 19. I am glad that this is
something that I noticed in the classroom and not just in the video. When I wrote the incorrect
numbers for the fact family and a student pointed it out, I think I should have owned up to my
mistake more. It’s always good for the students to see that sometimes teachers make mistakes
too.
As much as I don’t like to watch or hear myself on video, this assignment was very
helpful. I hope that I will be able to improve on some things after watching this video. After a
lesson there are always things you wish you would have done differently. From watching this
Videotape Reflections – Example 3
video I also found some things that I could do differently from a different perspective, such as
my posture and gestures. As I am planning for future lessons I can think about how I can
incorporate the things that I would like to work on.
One thing I think I did well in this lesson was create a fun activity for the students. The
students really enjoyed Domino Disco, because they were able to have fun while learning.
Another thing I think I did well was address a variety of the students. I always try to make sure I
get as many students involved or engaged as the lesson as I can. I think one more thing that I did
well in this videotaped lesson was make sure the students were clear on directions and
procedures. I wanted the students to be able to have fun doing the activity but I also wanted them
to get something out of it. Rephrasing and repeating are important to make sure that all the
students understand.
Something that I need to continue to work on is being louder. I might need to start using
the microphone so that I make sure the students are hearing me. Another thing that I would like
to work on is my classroom management. There is always room for improvement on that and I
think that as time goes on I will figure out the things that will work for my students and I. The
last thing that I would like to work on from viewing this video is being clearer when I speak.
Sometimes I worry so much about what I need to say instead of let what I want to teach kind of
come out naturally. I think this is something that will come with time and practice as I continue
to build my confidence.
Videotape Reflections – Example 3
Videotape Reflection Rubric
Exceeds (3.000 pts)
Meets (2.000 pts)
Falls Below
Expectations
(1.000 pt)
Lesson Objectives and
Introduction (1.000, 20%)
NAEYC-INI-2010.4.b SCUSCB-CE-CF.FI.10 SCUSCB-CE-CF.FI.12
Objectives are
Objectives are
clearly stated.
stated. Connections
Connections to prior to prior learning are
learning are clearly provided.
explained.
Instructional
objective of the
lesson are vague.
Connections to
prior learning are
not clearly
explained.
Teachng
Methods/Strategies (1.000,
20%)
NAEYC-INI-2010.4.b SCUSCB-CE-CF.FI.10 SCUSCB-CE-CF.FI.12
Teaching
methods/strategies
are clearly explained
and provide
necessary detail that
address cognitive,
behavioral, cultural,
language,
exceptionalities
and/or gender
differences
Teaching
methods/strategies
are provided that
address cognitive,
behavioral, cultural,
language,
exceptionalities,
and/or gender
differences
Teaching
methods lack
detail and do not
address cognitive,
behavioral,
cultural,
language,
exceptionalities,
and/or gender
differences.
Student
Practice/Feedback (1.000,
20%)
NAEYC-INI-2010.4.b SCUSCB-CE-CF.FI.10 SCUSCB-CE-CF.FI.12
Opportunities for
student practice
and/or types of
student feedback are
clearly stated.
Opportunities for
student practice
and/or types of
student feedback are
provided.
Opportunities for
student practice
and/or types of
student feedback
are vague and
lack detail.
Closure (1.000, 20%)
NAEYC-INI-2010.4.b SCUSCB-CE-CF.FI.10 SCUSCB-CE-CF.FI.12
A detailed
Closure of the
explanation of
lesson is adequately
closure of the lesson explained.
is provided.
Closure of the
lesson is not
clearly
explained.
Assessment (1.000, 20%)
NAEYC-INI-2010.4.b SCUSCB-CE-CF.FI.10 SCUSCB-CE-CF.FI.12
A detailed
description of the
assessment of the
lesson is provided
and linked to the
objective(s) of the
lesson.
Assessment
strategies are not
adequately
explained nor are
they adequately
linked to the
objective(s) of the
An adequate
description of the
assessment of the
lesson is provided
and linked to the
objective(s) of the
lesson.
N/A
Videotape Reflections – Example 3
lesson.
15.000 pts 100%