What is important to remember as I identify changes I would make to the learning segment?
Analyzing teaching effectiveness requires you to answer two primary questions:
Considering my learner’s responses to instruction, if I could teach this lesson again, what would I do differently?
Answer this question by analyzing and describing what you have learned about teaching toward the learning goal to this focus learner. Base your analysis on your observations of how the learner responded to the istructional strategies and materials you used in the video clip(s) submitted.
Why would I make the changes?
Use the analysis from question 1 to identify what you would do to improve your teaching to better facilitate learning. Be specific about any changes you would make if you were able to teach the lesson(s) again. The changes may address some logistical issues (time management, giving directions, etc.) but should focus mostly upon how you would improve the actual instruction to draw upon the focus learner’s strengths and to address and support the focus learner’s’ needs in relation to the learning goal. You will also need to cite evidence that explains why you think these changes will work. Consider how research and theory inform your decisions about needed changes. Be sure to cite specific examples of what the focus learner understood/could do and did not understand/could not do (as well as any other strengths and needs), and describe the concepts from theory and/or research that support your proposed changes.
How do I demonstrate a positive learning environment that supports and challenges the focus learner?
Examples of support and challenge should be related to the learning goal. Choose a video clip that shows you using supports that are consistent with the focus learner’s needs and prior learnin experiences. These need not be unique to the focus learner if s/he has common needs with other learners in the video. Challenge is defined as probing ahead of the focus learner’s current ability levels. Challenge can be demonstrated by including prompts or opportunities for the focus learner to learn content or demonstrate learning beyond his/her current performance level. It is difficult to demonstrate challenge if your focus learner appears to automatically know and understand all of the content of the lesson.