Directions: You are going to watch two videos of classroom instruction from your content/grade level area. You will compare and contrast what you see in the two videos to what you now know about helping students to develop understanding in a literacy-rich classroom. Here’s how to do this:
Step 1: View a selected video (each is at/around 15 minutes) and identify any evidence of a literacy-rich classroom. Just make an informal list of what you see. You won’t turn this part in— it is just for your benefit. Read the commentary for each video so that you have the background of the lesson as well as information on the class. Also, identify any literacy strategies that could have been used in the classroom to make the lesson or activity more effective. (Lemov’s techniques, course text ideas, or Lemov chapters 10-12) That sounds like a lot to consider, so I’ve developed some guiding questions to help you think through all of this. (see below)
Important note: if the URL address does not allow access to the video, you will need to add ezproxy.uu.edu to the address. (Example: https://atlas-nbpts-org.ezproxy.uu.edu/cases/497/) This Logos Library resource has a proxy server and does not always open remotely.
Step 2: Repeat this same process with your second selected video.
Step 3: Write a paper (2 page maximum) that compares and contrasts what you found in the two videos you selected, paying special attention to the characteristics of a literacy-rich classroom and strategies for helping students understand concepts related to the skill. Also, discuss any suggestions you would make to each of the teachers to increase literacy or student understanding.
Here are some guiding questions to consider as you watch each video.
Guiding Questions:
1. Are cues, questions, and advanced organizers used? If so, how?
2. Does the teacher incorporate nonlinguistic representations in the lesson or activities with students?
3. Are students summarizing or taking notes in the lesson? How?
4. Do students have time to explore the content or practice what they have learned?
5. Are students asked to identify similarities and/ or differences? If so, how?
6. Are students involved in creating and/ or testing a hypotheses?
7. Do you see an opportunity or opportunities where some of Lemov’s techniques could be used?
8. What role does vocabulary play in the lesson?
9. How does the teacher incorporate comprehension skills in the lesson or activity?
10. After reading the supplemental material about comprehension in literacy-rich classrooms, what evidence of this do you see in the physical classroom or in student learning?
Copy and paste the link below into your Web Browser to access the two videos you select.
