CODE MODULE: VIDEO GRAND

ROUNDS

Procedural Understanding of Observing Academic Language and

Differentiation

MISSION

Medical interns participate in Grand Rounds observations in which they view various situations in action and then debrief with their instructor.

Here’s your challenge: What do you think medical interns and preservice teachers have in common?

FIRST IMPRESSIONS

When you go into a classroom, what do you look for? Do you watch the teacher or the students? What do you think you should look for to determine if

students are engaged in learning?

EXPLORATIONObjectives

After completing the Exploration section, you should be able to:

1. Describe the components of the observation protocol used in our Video Grand Rounds (VGR).

2. Describe the VGR process and complete the video observations utilizing the observation protocol.

3. Recognize examples of differentiation in the videos.

EXPLORATIONObservation Protocol: Defined

What’s This? The protocol is to be completed as you view the lesson

video. It is divided into 3 sections. The first section is the Context for Observation. The second is the Learning Environment, Engagement in Learning, and Deepening Thinking section. The final section is Subject-Specific Pedagogy section. The guiding observation prompts are: 1. Did you observe the identified behaviors in each segment? (yes, no)

2. If “yes”, what evidence influenced your answer?

EXPLORATIONTake a look:

Observation Protocol:

Learning Environment, Engagement in Learning, and Deepening Thinking Section:

Organization Student Engagement Deepening Student Thinking Affective Quality of the

Classroom

Subject-Specific Pedagogy Section:

Lesson Goals Introduction Instruction Check for Understanding Guided Practice Independent Practice Closure

EXPLORATIONScaffolding the Observation Protocol

Experiences within your program have been purposely designed to scaffold the learning of key concepts identified within the Continuum of Developing Expertise (CODE) Student Learning Framework.

Sophomore-Planning

Junior 1-Planning, Instruction

Junior 2-Planning, Instruction, Assessment

Senior 1-Planning, Instruction, Assessment

Senior 2 Planning, Instruction, Assessment

CurriculumDiversity

Differentiation (Instruction and Assessment)

Academic Language

Classroom Management

Co-Teaching (As applicable)

CODE Student Learning Framework

EXPLORATIONTake a look:This is the rubric that will be used when scoring the observation

protocol:

EXPLORATIONContext For Observation: Defined

What’s This? When observing, you need to know the demographic

information of the school and classroom. This information includes how many students are in the classroom, gender, ethnicity, socio-economic status, and exceptionalities. Understanding this context for learning, provides the observer with additional information when determining the effectiveness of the observed teaching. For example, if 67% of the students in the classroom are English

Language Learners and the teacher did not use any visuals when giving directions, then the observer would check no under question 2 of the Instruction segment.

EXPLORATION VGR Process: Defined

What’s This? Process in which pre-service students view a series of

lesson videos, complete structured observation protocols, and debrief with a faculty member following each protocol completion.

Steps for completing the Video Grand Rounds: Review the video’s Context for Observation. (See following Hot Links slide.) Read the Associated Reading (See following Hot Links slide.) View the video and take notes. (See following Hot Links slide.) Complete the observation protocol on BB. Debrief your observations with your instructor and peers. Then compare your protocol to the faculty completed protocol.

EXPLORATION Think About:

As you begin to view the following videos and complete an observation protocol, think about your past experiences in school. Did your teacher ever differentiate instruction, including

assessments? What are some examples of ways your teacher differentiated instruction and/or assessments? Why is differentiated instruction important?

EXPLORATIONHot Links:

Classroom Video Grade/Subject

Context for Observation

Associated Reading

Video #1: ELA Throughout the Dayhttps://www.teachingchannel.org/videos/fifth-grade-class-culture

5th/LA Washington Elementary SchoolBerkeley, CA342 students Student/Teacher Ratio: 16/1District Spending: $9,317

Academic Language http://www.academiclanguage.org/Academic_Language.html

VIDEO #2 : Main Idea https://www.teachingchannel.org/videos/3rd-grade-ela-lesson

3rd/LA P.S. 110 Florence Nightingale, New York, NY406 studentsStudent/Teacher Ratio 13:1 $17, 108

Differentiated Instruction (pp 1-7)http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf

Video #3: 3 R’s: Revolution, Reaction, & Reformhttps://www.teachingchannel.org/videos/teaching-complex-concepts

4th/SS Think College Now School Oakland, CA279 studentsStudent/Teacher Ratio: 16:1$7964

Marzano’s 6 Step Vocabulary Process http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better-Vocabulary-Instruction.aspxVideo #4: Skip Counting

https://www.teachingchannel.org/videos/skip-counting-with-kindergarteners

K/Math Lakeridge Elementary School Seattle, WA457 studentsStudent/Teacher Ratio: 15:1$8,208

Differentiated Instruction (pp 8-15)http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf

ASSESSMENT

1. What are the major components of the observation protocol?

2. Was academic language taught during the lessons in Videos #1 and #3? What did you observe that would support this?

3. Was the content, process and/or product differentiated during the two lessons in Videos #2 and #4? What did you observe that would support this?

REVIEWObservation Protocol Three guiding prompts focuses observer on what is seen, not inferred. Two primary foci are Learning Environment, Engagement in Learning, and Deepening Thinking and Subject-Specific

Pedagogy. Observer must include if they think the teacher was effective in what they did and why the observer thinks so.

Video SummaryVideo #1: ELA Throughout the Day- In ELA Throughout the Day, Ms. Noonan demonstrates a variety of

organizational and motivational methods for promoting ELA in general and academic language in particular.

Video #2: Finding the Main Idea- In the Finding the Main Idea, Ms. Bannon begins with a whole group lesson on finding the main idea. Once she teaches the concept. She differentiates the practice by putting the students in their reading groups and assigning leveled texts at the appropriate reading level. She continues her differentiated instruction as she moves around the room talking to each group and scaffolding their learning.

Video #3: 3 R’s- Mrs. Dimaggio taught her students about revolution, reaction, and reform in history. The

students explored the terms in order to reach a deep understanding of the complex, abstract

concepts. The students used a variety of vocabulary building strategies, cooperative pairing , and

problem solving skills to determine meanings. Students were engaged in the real world problem

solving.

Video #4: Skip Counting with Counting Collections- In Skip Counting with Counting Collections, Ms.

Latimer uses manipulatives to help develop understandings of place value. While the students are

completing the same product, a counted collection, the process they use and the number in their

collection (content) are differentiated by individuals and groups.

CREDITS

Round Developers: Joy Stapleton, Kristen Cuthrell

Protocol Developers: Linda Patriarca, Mike Vitale, Kristen Cuthrell, Joy Stapleton