RE: [EASCI] Question about standards
- I used key words from the standards in my analysis of the video. Using
statements from the actual standards references without actually stating the
standard. Key words are the key.
I would state the child's disability in your explanations of comments to
show diversity among your students.
I just had discussion among the students like "I understand what he is
saying but I think..." It was not an all out disagreement among the
students. I also video taped the discussions in small groups as well during
the activity to show the discussions of the kids on a small scale and me
questioning them. The tape was a combination of small group and large group
discussions of a concept and clearing up misconceptions.
I just had to decide this is the tape and there will be no more taping.
Your analysis is the key. Go with what you have and make it work
From: dkaysmith [mailto:dkaysmith@...]
Sent: Wednesday, December 03, 2003 5:49 PM
Subject: [EASCI] Question about standards
If anyone who has pass can give me some adviced I would be grateful.
I have 3 questions.
1. I've videotaped lessons 2 and 3 and I am currently working on the
write up for 3. I feel that I am doing a good job of answering the
questions on the video analysis but I don't know how to reference it
back to the standards. Can anyone explain to me how you referenced
back to your writings back to the standards?
2. I teach inclusion classes. Roughly 10 percent of my students are
ESE students with learning disabilities. As I am doing my video
writeup should I say for example "John who has a specific learning
disablity said ........" or should I just say what he said and then
what question I asked him to further his inquiry?
3. This has to do with entry 2. I've taped this lesson 5 times now
and am still not crazy about any of the videos. The one I feel gives
the most misconceptions in on simple and compound machines. I have
students classify the machines and then I asked them questions as to
why they classified them simple or compound and then I asked if any
other students agreed or disagreed and then I asked them to explain
why. When NB talks about discourse I think there expecting to see
everyone trying to talk at once but my video is like a volleyball
match. I ask something, student answers, then another student makes
a comment, then I ask something and the cycle repeats. Did anyone
else have this problem? I really don't want to video this one again
but at the same time I'm feeling really frustrated because I don't
know if this is what the scorers are looking for.
Any help will be greatly appreciated.
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