WGU D093 TEACHING Assessing Impact on Student Learning TASK 3 Western Governors University A.
1.The first video I chose was video 1, titled “Using Stock Market Simulations to Work with Fractions and Decimals”. This video features a group of 19 gifted and talented sixth graders that come from eight different schools in one classroom. The students are separated into small groups and the teacher is seen walking around or in front of the class writing on the board. In this video, the subject is math and the students are forming conjectures, or rules for fractions. The teacher is acting as a co-learner instead of leading the class and allowing the students to dictate most of the discussion and learn from each other.The second video I chose was video 5, titled “Using Recall to Write a Summarizing Paragraph”. This video features 3 students in a special education classroom at a school for pregnant or parenting students. The 3 students are all female, sitting together at a table with the teacher. The subject is English and the activity is summarizing a story into one paragraph of 5 sentences. The teacher is asking guiding questions and typing what the student tells her.The third video I chose was video 2, titled “Developing U.S. History Content Vocabulary”.This video features a class of 12 fifth grade students in their English Language Development class. This class consists of students in the beginning, early and intermediate levels of language proficiency. The class is organized into 3 groups of 4 students, with the teacher walking around or at the front of the class. The students are working in their groups to come up with definitions of given vocabulary words.2a. In video 1, “Using Stock Market Simulations to Work with Fractions and Decimals”, I witnessed several different high leverage practices.(#1) An example of “eliciting and interpreting individual students’ thinking” can be seen when one student says that he believes both the numerator and denominator are equally important because “one wouldn’t be the same without the other”. The teach then poses the question towards another student, “Do you agree with him?What does he mean by that?” This allows other students to share their thoughts and allows the teacher to evaluate their understanding.(#2) An example of “providing oral and written feedback to students” in this video is seen at the beginning of the video when the teacher is speaking to a group about their conjecture and tells them “That’s good! I haven’t heard that one before, maybe you’re onto something-record that”. Another example of the teacher providing oral feedback is when she tells another student, “I do love the action that you want to
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