Appendix A: Template for Lesson Analysis and Deconstruction in Video Log

Your Name: Katherine DeGuzzman

Name of Video and link: Grades 2-3 Informational Writing Lesson - https://www.youtube.com/watch?v=Vf4ebNIubXo
Date viewed: 10/10/2020
Video length and total number of hours accumulated from viewing: 68 minutes
Literal Notes with Time Stamps:
- Teacher begins lesson by saying that students are going to do what college kids do, called “I review, table review” (0:40)
- I review is students thinking in their head and when she says table review, the students lean in and talk to each other (0:58)
- Asks students to think about everything they know about ecosystems, build on prior knowledge which is I review, then they do table review (1:24)
- Begins to write on the whiteboard what students have thought about the ecosystem and groups them into categories (4:40-12:00)
- Explains that the topic sentence is the big idea and what the information is all about, them using their arms and bodies to express this (12:40-19:00)
- Students then begin to follow steps on the board and begin an organizer, which is step 1. They do this together on the board and on their own sheets (20:00-1:01:00)
- They start their sentences using a word then use pictures to form the rest of the sentence
- At the end of the lesson, they read each picture sentence aloud together (1:02:15-1:04:03)
- To finish, they write the picture sentences in complete sentences for the rest of the period (1:05:10-END)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The content objective was for the to be able students to create a graphic organizer and write a paragraph based on it.
She met it completely by having them create a neat and cohesive organizer and they were able to read their picture
sentences aloud and then transfer them to a separate paper.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
The language objective was for the students to learn topic sentences and big ideas. The teacher met it fully by
having the students use their bodies to describe it and they were able to create a topic sentence with their graphic
organizer.
3. How did the teacher build students’ background knowledge?
She built on their background knowledge by asking them about what they have been learning, which was
ecosystems. This was the focus of their writing and they were able to write a paragraph by the end of the lesson.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
The teacher used individual thinking, talking to their table and allowed the students to use their arms to describe the
big idea.
5. How were the objectives presented during the lesson?
The objectives were clearly stated at the beginning when she asked the students what they have been learning about
which was the ecosystem, as well as stating that they “would be doing what college kids do,” which is organizing.
6. What kinds of practice and application were used?
The practice and application that was used was having the students apply what they are learning to their writing
and using a graphic organizer.
7. What forms of review and assessment were used?
The teacher was able to formally assess the students at the very end of the lesson by seeing their graphic organizers
and the final paragraph on a separate sheet of paper.

Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an
example of something they did that made you think this was a positive quality of their instruction.
One glow I would give the teacher is that the students seemed to be really engaged and I think this was
because she constantly had the students to get up and reinforce the main idea of what the topic is and how to use the
graphic organizer using their bodies.
2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a quality of their instruction that could be improved upon.
The only “grow” I could think of giving this teacher would probably be to split this lesson up into two days
rather than one. I think the lesson definitely did take a long time and they could have stopped after doing the
graphic organizer and continued onto the next day.
 Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Katherine DeGuzzman
Name of Video and link: 2nd Grade Reading - https://www.youtube.com/watch?v=OKk2XzCSHu4&feature=youtu.be
Date viewed: 10-17-2020
Video length and total number of hours accumulated from viewing: 62 minutes
Literal Notes with Time Stamps:
- Teacher has students sit at a u-shaped table and asks them what fluency is and explains that we use expression and how to read new
words that we have never seen before (1:00-2:00)
- She explains that the reading they are going to as a whole group, then with a partner, then by themselves (2:05-2:25)
- The first group learns about the Sonoran desert and she shows them a map to give them perspective on how far they are, as well as
some things that may be in the desert, as well as teaches them new words by using flash cards (2:30-7:00)
- The students then being to read individually, chorally, then with a partner (7:10-28:00)
- She then asks the students to go back to their desks and write about 5 things they learned about the desert and switches to another
group, but this group learns about the Kalahari desert and does the same activities
- After the 2nd group is done, they are answering a chart with questions about the chapter as assessment (56:00-end)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The content objective of this lesson was the students will learn fluency and be able to identify new ideas and new
words based on the reading. I think the teacher met this to a good extent by going over some words before reading
as well as having the students work together and separately to read aloud.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
The language objective was for students to learn new words about the desert such as “burrow” or the types of
animals in the desert. Like the content objective, the teacher went over words prior to reading and had the students
write down or go back to the words they didn’t originally know after reading.
3. How did the teacher build students’ background knowledge?
I am unsure how the teacher built on their background knowledge.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
The students went in small groups to work more closely with the teacher and they read as a whole group, in pairs,
and individually. After group reading, they worked on writing things they learned, as well as filling out a chart
about the next chapter they have read.
5. How were the objectives presented during the lesson?
The objectives were presented at the beginning of the lesson when she explained that they were going to work on
fluency and learn new words.
6. What kinds of practice and application were used?
Practice and application were practice when they were reading aloud and application when the students had to use
what they read to fill out the chart and the five things they learned while reading.
7. What forms of review and assessment were used?
The formal assessment used was the chart at the end of the lesson.

Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a positive quality of their instruction.
One glow about this teacher was splitting the class up into groups, this made it easier for them to ask
questions to the teacher and overall made the students more focused.

2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an
example of something they did that made you think this was a quality of their instruction that could be
improved upon.
One grow I would give this teacher is to have them do something other than a chart to assess them.
They could do an activity where they work with someone from another group to exchange information to
really show that they did know and process what they were reading.
 Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Katherine DeGuzzman
Name of Video and link: CER 5th Grade Model Lesson - https://youtu.be/sVlb2bgNMkQ
Date viewed: 10-19-2020
Video length and total number of hours accumulated from viewing: 94 minutes
Literal Notes with Time Stamps:
- Teacher begins lesson by asking about Bernoulli’s principle and if the students know what it is and allows them to form their own
answers and will do some reading about it (beginning-2:15)
- Students are handed a reading about Bernoulli’s principle and students read aloud and underline, call on volunteers, and do some
activities using the paper to demonstrate what Bernoulli’s principle actually is like blowing on the paper (3:45-11:30)
- Teacher shows them another demonstration by using a hair dryer and ping pong ball, as well as a balloon to demonstrate further
(12:00-13:30)
- Students then work with partners to figure out why the ball fell out of the air circuit when she angled the hair dryer a certain way
and share with the class a diagram about what happened (16:00-31:00)
- Students then fold a paper in half, blow through a tunnel opening and record what happened - then will answer some questions by
working with a partner or in a group and explains certain words that they should use in their writing (they can reference words on
the board or diagrams) (42:00-1:17:19)
- Students then do one more activity to investigate Bernoulli’s principle further by blowing through a straw into a cup (1:20:00-
1:31:00)
- Ends the lesson by reinforcing what they actually investigated today and create a proper definition for what Bernoulli’s principle is
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The content objective was for students to be able define what Bernoulli’s principle is through activities. I think the
teacher did a good job at meeting it by having the students go through multiple activities.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
The language objectives were to define Bernoulli’s principle and write about it after completing the activities. I
think the teacher was able to meet it because the students at the end could define and write about it on their papers.
3. How did the teacher build students’ background knowledge?
The teacher built on their background knowledge by asking them if they already knew what it was and past
concepts that they have learned in science before.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
Some of the student activities were individual like blowing on the paper or blowing through the straw, but also in
groups or partners to discuss the activities and why certain things were occurring.
5. How were the objectives presented during the lesson?
The teacher clearly presented the objectives by saying “through this lab, we will find out…” and through activities
the students could complete the objectives.
6. What kinds of practice and application were used?
The practice was doing the activities that demonstrate Bernoulli’s principle and the application was writing about it
and why it occurs.
7. What forms of review and assessment were used?
The teacher reviewed every activity and the type of assessment was the final lab report and writing about it.

Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a positive quality of their instruction.
One glow I would give this teacher is that she gave a lot of activities for the students to define what Bernoulli’s
principle is. This lesson could have been something as small as giving them the definition and some examples, but
the activities made the students really engaged and want to learn about it.

2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an
example of something they did that made you think this was a quality of their instruction that could be
improved upon.
There are no grows I would give this teacher because I feel as if she made this lesson fun and engaging,
while incorporating writing and it has students use their critical thinking skills to complete the lab.
 Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Katherine DeGuzzman
Name of Video and link: Grade 4 Opinion Writing - https://youtu.be/1vF_lrlhcGk
Date viewed: 10-24-2020
Video length and total number of hours accumulated from viewing: 70 minutes
Literal Notes with Time Stamps:
- Teacher begins lesson by telling students that they are going to learn how to have an opinion of a story and how to write an opinion
of a story (0:14-0:25)
- She then teaches them about a theme and that they are going to learn how to have an opinion of the theme (1:20-2:10)
- Teaches them the word perseverance by explaining it involves someone, actions, and obstacles and after the students talk in groups
about examples of perseverance (2:30-7:12)
- She then teaches the parts of an opinion which are to quick summary, be polite, and call in a team to back you up and the students
then talk in groups again to reiterate this (7:20-10:00)
- After this, the students create a graphic organizer where the top row has a quick summary, opinion, then the rest of the rows are
headed by T.E.A.M and the students begin to fill all of these out with the correct information with the teacher (15:00-1:06:00)
- They stop in between to talk with each other in groups and fill out each letter, for example the E has drawings and
writings about the theme of perseverance
- The teacher and the students read together aloud to help with fluency (41:06-45)
- At the end of the lesson, the students are going to write out their opinion and they are going to talk aloud and every now and then
work with their table (1:05:38-end)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The objective was to have the students be able to define what an opinion is and how to write one. The teacher met it
by continuously reiterating what an opinion is and what to look for to determine one and put it in simple words for
the students to understand at their age.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
The language objectives were to learn the definition of the word opinion, perseverance, and how to write an
opinion. The teacher met it because the students had a clear understanding of what those two words meant by using
the story and examples, as well as talking in groups. They would also be unable to write their opinion if they did
not know what it meant.
3. How did the teacher build students’ background knowledge?
The teacher built on students’ background knowledge by asking them about components of a story like theme,
characters, or actions, which they must have learned beforehand.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
The students mostly talked in small groups and they also read together as a whole class. They also did a graphic
organizer together, and then wrote their opinion independently.
5. How were the objectives presented during the lesson?
The objectives were clearly presented at the beginning of the lesson by saying that they are going to define what
opinion means and how to write an opinion.
6. What kinds of practice and application were used?
The practice was the students talking in groups to learn about what an opinion is, and the application is using this
knowledge, writing their opinion of the story that they read as a class.
7. What forms of review and assessment were used?
The review and assessment that was used was the students writing their opinion at the end of the lesson on a
separate sheet of paper, aside from their graphic organizer.

Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a positive quality of their instruction.
One glow I would give this teacher is that she constantly had the students engaged and made sure to reiterate what
an opinion is and what perseverance is, so no one would be left behind.
2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a quality of their instruction that could be improved upon.There
are no grows that I would give this teacher/ I think she did a really good job at pacing this lesson although it was
long and it had just the right amount of content for the students.
 Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Katherine DeGuzzman
Name of Video and link: 5th Grade Adding and Subtracting Fractions - https://youtu.be/v5BLmWlwTQU
Date viewed: 11-03-2020
Video length and total number of hours accumulated from viewing: 40 minutes
Literal Notes with Time Stamps:
- The teacher begins the lesson with a powerpoint which will focus on the addition and subtraction of fractions and uses benchmark
fractions (0:15-0:37)
- States that the lesson objection is to use number sense and benchmark fractions to estimate sums and differences (1:04-2:08)
- They will clarify what a benchmark fraction is and to assess the reasonableness of answers
- Says and explains that they will focusing on attending to precision, structure, and reasoning - and then says that they will be
working in partners today because they will be able to help each other out (2:30-5:50)
- The teacher then gives the students a word problem which involves fractions and walks through the problem with them and
encourages them to use their nearby resources, as well as ask their partner for help (6:00-13:00)
- The next slide is about building background information in which they can change the fractions if it’s hard to understand, as well as
teaching them what benchmark fractions are and how to use them (14:30-21:09)
- After this, they open up their workbooks to do some of these fraction problems step by step and using the methods that they just
learned, as well as turning to their partners for a few seconds in between (21:30-37:00)
- After finishing 5 example problems, he reminds the students again what they need to remember which are reasoning, attending to
precision, and structure (38:00-end)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The content objective was for the students to use number sense and benchmark fractions to estimate sums and
differences. I think the teacher achieved it to a good extent, I think the students had a better understanding of how
to use benchmark fractions and really emphasized that math is more than just numbers.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
Some of the new language that the students learned in this lesson were benchmark fractions, reasoning, and
attending to precision. The teacher met these goals by constantly reiterating it throughout the lesson, and revisiting
this at the end.
3. How did the teacher build students’ background knowledge?
He built on their background knowledge by continuing to learn how to add and subtract fractions, but using other
methods. This lesson seems like a lesson in the middle of a unit.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
The main activities were working through word problems as a class, but also turning and talking to their partners
whenever they had a question. He also had the students be resourceful and use tools around them to help quantify
the word problems.
5. How were the objectives presented during the lesson?
The objectives were clearly presented at the beginning of the lesson on the slide and he read and explained them
aloud to his students.
6. What kinds of practice and application were used?
The practice was having the students be resourceful, speak to their partners, and look at all of the details in the word
problem. The application was the students solving other problems with adding and subtracting fractions.
7. What forms of review and assessment were used?
The review was at the end when he brought everything back to the main idea, but there seemed to not be any form
of informal or formal assessment.
Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a positive quality of their instruction.
One glow was that the teacher really tried to encourage the students’ critical thinking skills and this lesson was
paced very well for a short 30-40 minute lesson.
2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a quality of their instruction that could be improved upon.
The only grow I would give this teacher is that he did not assess the students at any point in the lesson, no
homework or quiz, or anything that he could look at or ask to know that the students understand the concept.
 Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Katherine DeGuzzman
Name of Video and link: Kipp Scholar Academy: Teacher Observations - https://youtu.be/p7UQ7VQEdgc
Date viewed: 11-03-2020
Video length and total number of hours accumulated from viewing: 45 minutes
Literal Notes with Time Stamps:
- Teacher begins lesson by handing out packets/worksheets to the students and it is clear from the smartboard that this is a 6th grade
science class
- Says that this lesson is a continuation from the previous day’s lesson and begins to show them pictures of a hurricane and
nutritional health bars and asks them questions which is a recap of the lesson from the day before (1:40-4:50)
- The objective is on the board which is “students will be able to explain how the ingredients added to the bar affect nutrition.”
- They then to begin to read and annotate their packet, looking at the questions first to see what they are going to look for, as well as
read as a class and then have some time to answer questions (6:18-19:00)
- Before beginning partner work, they look at some pictures of the ingredients in the health bar and explains that the next day they
will use computers to create their own health bar using any ingredients they want (22:09-28:00)
- Students are now working in pairs to answer more questions and continue reading the packet and the teacher walks around the
room to help some of the students (29:30-35:14)
- They then begin to go over the questions again seeing if the students got the correct answers (35:20-42:00)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you know?
The objective was for the students to learn about ingredients in a health food bar and how it affects those who eat it.
I think the teacher was okay at meeting it and the students were able to understand by reading and evaluating the
text with a partner.
2. What was the language objective and to what degree did the teacher meet it? How did you know?
The language objective was for the students to understand the component of a nutritional bar and how it helps and
affects a person’s body.
3. How did the teacher build students’ background knowledge?
He built on the students’ background knowledge by stating things that they learned from the previous day.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
The activities he prepared for his students were a worksheet/packet and had them work together as a class, but also
in partnered pairs.
5. How were the objectives presented during the lesson?
The objectives were clearly presented at the beginning of the lesson for the students on the board.
6. What kinds of practice and application were used?
The practice was the reading and application was the writing in groups.
7. What forms of review and assessment were used?
The review was going over the questions and the text towards the end of the lesson, and the assessment was
informal where he had them answer questions and the students wrote the correct answers on the sheet.

Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a positive quality of their instruction.
One glow about this teacher is that he always tries to center the students and bring them back to the main idea
during the class and always encourages them by saying that they are good scholars.

2. If you could give this teacher one “grow,” what would it be and why? Be specific and provide an example
of something they did that made you think this was a quality of their instruction that could be improved upon.
One grow I would give this teacher is to have a more interactive lesson or a project, but it seems that in the next
lesson that they would use technology to create a nutritional bar, so that is okay. The other grow I may give is to
just let the students get a little loud, he really tried to get them to be quiet and keep the volume low but it is okay for
them to get loud every now and then.
 Appendix B: Template for Reflection over PD Videos for Video Log*
Your Name: Katherine DeGuzman
Name of Video and link: Teaching Writing as a Process - https://www.learner.org/series/teaching-reading-k-2-
workshop/teaching-writing-as-a-process/
Date viewed: 11-15-2020
Video length and total number of hours accumulated from viewing: 58 minutes
Literal Notes with Time Stamps:
- This workshop involves a speaker and 12 K-12 teachers that talk about literacy and issues within it for students (0:50-1:04)
- “Children who spend more time struggling, spend less time reading”
- Speaker begins to talk about the differences between teaching writing in response to reading vs. teaching writing as a process and
how to engage students in writing as a process, and particularly in planning, drafting, revising, and editing - also gives space for the
teachers to ask questions (3:00-10:00)
- Processes to go through in the classroom are mini-lessons, time to write, student-teacher conferences, and sharing with each other
which some are daily and some can every now and then (10:31-11:10)
- Teachers then get the chance to ask questions and concerns about what to do in their own class and it varies between grades like
kindergarteners or high-schoolers (11:15-14:00)
- Then they begin to watch excerpts of children who are writing, more specifically about activities of kindergarteners and it ranges
from teaching them the basics of organizing or have the students read and write aloud to learn sounds (14:05-25:19)
- After watching, the teachers discuss with each other what they noticed about the teachers and the students reactions and they do
this again (25:40-48:00)
- To plan in their own classrooms, they go over a plan altogether to encourage children to write more (50-end)
Reflection:
1. What did you gain from viewing this video that you didn’t know before? How did it add to your “Teacher
Toolbox” of resources?
The 4 things for writing as a process are planning, drafting, revising, and editing. The part that stuck out to
me was that revising focuses more on the content and if it’s following the prompt given and editing is the smaller,
more detailed things like grammar and spelling. I think this is something that definitely confused me because it
seems like revising and editing are exactly the same, but in my head it’s better and more clear now.

2. What were the “big ideas” regarding teaching and pedagogy presented in the video? How could you envision
these strategies working or not working in your own teaching context?
Some of the larger and more important ideas were to help children sort out their writing and bring them to a
standard, develop processes and habits in the classroom, and make every student feel like their story is a story that
is worth telling. Some processes are like journaling everyday or telling a story everyday and it makes them want to
write and feel important. These are all things I would like to do in my own classroom and I think overall the goals
of this workshop are to make students feel confident in writing no matter how small and trivial it may seem.

3. If you could ask the speaker one question, what would it be?
How would you help children with disabilities to write when it may be hard for them to express
themselves?

4. Now, imagine you are the speaker. How would you respond? (Do research to answer your own question!)
If I was the speaker, I would tell the teachers that they can encourage sentences by starting it for them by
saying “the boy went to _____” or “today I feel, ____.” And this is a big help especially when it is hard for them to
express themselves. It is also important to give reinforcement right away so they can feel like they’re doing the
right thing. Having them read more is also a great way for them to have a standard and something they would like
to imitate.

5. Any criticisms of the video?

I feel like they didn’t address students who have disabilities or ESL, but mostly younger children and I
think it’s really important to learn what to do for students with special needs.
 Appendix B: Template for Reflection over PD Videos for Video Log*
Your Name: Katherine DeGuzman
Name of Video and link: Differentiating Instruction - https://www.learner.org/series/teaching-reading-k-2-
workshop/differentiating-instruction/
Date viewed: 11-23-2020
Video length and total number of hours accumulated from viewing: 58 minutes
Literal Notes with Time Stamps:
- Speaker talks about ability grouping and that it does not enhance achievement in reading, it suggests that teachers make them
problematic in which they teach high ability groups differently with more pros over “lower” ability groups and what to do instead
(4:00-10:00)
- Need to create flexible grouping that they are times for teachers to use an array of grouping patterns
- Times to include all of the class and other times just smaller groups of the class (7:00)
- When flexible grouping is done well it creates higher performance in vocabulary, comprehension, and fluency for ALL
readers (9:10)
- Talks about creating reading routines like shared reading, guided reading, and independent reading and how to incorporate it into
the room and what she does in her own classroom as well as some methods to have the class read together, then in groups, and then
back together (10:30-13:50)
- Teachers ask their own questions and they discuss and watch videos (14:30-18:00)
- From 18:00-36:00 they watch the video of an example of different types of reading and discuss with each other
- After discussion, they watch more videos and then discuss (36:55-52:00)
- To end, they outline what they need to do in their classrooms and talk about more struggles they can overcome (53:00-END)

Reflection:
1. What did you gain from viewing this video that you didn’t know before? How did it add to your “Teacher
Toolbox” of resources?

I did not realize that ability grouping actually does not help at all and tends to leave students behind. When
students are grouped in same-level abilities, the ones that are lower performing may be left behind and can be
treated differently and unfairly over the other students. Some things we could do instead are flexible grouping
which changes the groups and diversifies them, as well as makes the teacher think more and has the students read
every single day.

2. What were the “big ideas” regarding teaching and pedagogy presented in the video? How could you
envision these strategies working or not working in your own teaching context?

The largest ideas were to not discriminate against students, try to include flexible grouping and create daily
reading routines for the students. The ones I would use in my classroom are shared reading, guided reading, and
independent reading and I think they will all have their benefits because you can really learn from others and have a
better chance at getting better help from peers and a teacher. Towards the end of the video, a concern for the
teachers was when students get pulled out of class, they can feel behind which is not what they want. A thing that
we should strive to do is try to be able to do everything in the classroom.

3. If you could ask the speaker one question, what would it be?

What types of books should the students be reading during independent reading?

4. Now, imagine you are the speaker. How would you respond? (Do research to answer your own question!)

I think they should read books that are interesting and should more often than not be at or above their grade
level. There can be different bins labeled with different levels and as teachers we can set a standard level. For
higher levels we can have them ask us and see what they would like and try to offer them guidance.

5. Any criticisms of the video?

Like the last video, I wish they addressed students with disabilities and those who are ESL or ELL.
 Appendix B: Template for Reflection over PD Videos for Video Log*
Your Name: Katherine DeGuzman
Name of Video and link: Connecting School and Home - https://www.learner.org/series/teaching-reading-k-2-
workshop/connecting-school-and-home/
Date viewed: 11-27-20
Video length and total number of hours accumulated from viewing: 58 minutes
Literal Notes with Time Stamps:
- Speaker addresses that sometimes students may be behind in school because of their family life or situation at home, and it is
important for us educators to bridge the gap between school and home aside from it being just the student (3:30-8:00)
- Can most definitely affect students based on their ethnicity and their socio-economic status
- We should check out their literacy at home and how it is different as compared to their home because sometimes the
literacy may not be school related, but it does not mean they are behind in their literacy or lacking
- Although all students may come from different walks of life, all of their parents and guardians do care about their children and their
literacy
- The teachers talk about concerns and what they would like the parents do in their classroom (includes the parents helping the
students, not doing the work for them and to just make some time for the students) (11:26-20:00)
- They know it’s hard for parents to spend a lot of time with their children when the parents or guardians are working full-
time jobs, so it's important to find the balance and hard for those who never went to school or are ESL or ELL
- They then watch and discuss videos from (20:04-35:42) and stop to discuss what they saw in the video and some parent interviews
that were involved
- They then watch some more classroom excerpts from 36:00-43:00 about how to bridge school to home from the children and they
discuss from 43:10-48:00
- They discuss ways to figure out how their guardians are involved at home, create ideas like having the students bring something
home to talk about to their parents and come back and report again (good to start from a young age) (49:00-52:00)
- They discuss what to do and how to involve all students especially when their family isn’t around and can be more than just an
adult reading things (53:00-END)

Reflection:
1. What did you gain from viewing this video that you didn’t know before? How did it add to your “Teacher
Toolbox” of resources?
From this video, I think I knew a good amount of the content covered, so I’m not sure it added to my
“Teacher toolbox,” but I will say that it was interesting to see a parent’s POV in one of the excerpts because we
always see how the teachers and students feel about bridging the gap between school and home.

2. What were the “big ideas” regarding teaching and pedagogy presented in the video? How could you
envision these strategies working or not working in your own teaching context?
The big ideas in this were to really bridge the gap between school and home by really involving the parents
directly, not just using the student as the so-called “bridge” every-time. Some things that I learned that I would like
to do with my own class in the future is focus on the fact that all parents are trying their best and come from
different walks of life. It may be hard for them to sit down with their children, so I will try my best to give students
things to bring home that do not require the parent to read, but could be the student explaining it to their parents.

3. If you could ask the speaker one question, what would it be?
What are some ways we can better communicate with the parent directly?

4. Now, imagine you are the speaker. How would you respond? (Do research to answer your own question!)
We can better communicate by sending out monthly or bi-weekly letters, trying to learn and really get to
know parents during the parent-teacher conferences, and just show true care for their children (our students). It is
important to show that we have the best intent and maybe ask feedback for parents on what their kids would enjoy
doing.

5. Any criticisms of the video?

I do not have any criticisms of this video, I really enjoyed that it covered that all parents are different and
that most of them truly do just want the best for their children.
 Appendix B: Template for Reflection over PD Videos for Video Log*
Your Name: Katherine DeGuzman
Name of Video and link: Beginning the Year - https://www.learner.org/series/engaging-with-literature-a-workshop-for-
teachers-grades-3-5/workshop-6-beginning-the-year/
Date viewed: 11-29-20
Video length and total number of hours accumulated from viewing: 58 minutes
Literal Notes with Time Stamps:
- Speaker begins with saying that the beginning of the year is most important for educators to set down the foundation for the
dynamic for the rest of the school year and it’s best for teachers to create an open community to help encourage literacy and
learning (2:06-2:45)
- Creating a classroom comes way before the first day of school starts because teachers want the classroom to feel warm and inviting
and helps create a sense of trust and all 4 different teachers give their own opinion and the choices they make (3:00-10:30)
- Wants the students to feel valued as soon as they walk through the door and that they care for them
- Teachers really get to learn about the students and have talks with them to gain respect for them and it usually requires the students
sitting and talking on the floor or in a circle about the things they like and who they are as people (11-20:10)
- They can share their interests and keep it school related by sharing books
- Teachers of younger students tend to keep a list of the book they’ve read together so they can talk about it with the students and
learn their opinions (24:00-27:10)
- One of the teachers allows the parents to come to school and get a sneak peek of the classroom and the goals in August before the
semester starts and it’s nice to find out parent goals
- The teachers continue to share their ideas for the rest of the videos and just talk about what they do in their own classrooms, very
informally and they touch on all the topics of starting discussion, parents, diversity, where they come from, etc.
Reflection:
1. What did you gain from viewing this video that you didn’t know before? How did it add to your “Teacher
Toolbox” of resources?
Some things I really liked were some of the parents coming in before the school year starts to take a look at
the classroom and what it’s going to be like for the students. For some, I think it would really put the parents at ease
and just help to even just learn about a child and their background in the slightest.

2. What were the “big ideas” regarding teaching and pedagogy presented in the video? How could you
envision these strategies working or not working in your own teaching context?
“Parents send their best, they don’t keep their best children at home.” I found this quote in the video to
really show that we should be doing our best as educators because these children come in doing their best. As
educators, we should make it a point that our students feel motivated to learn because we want them to as much as
they want to. We must make the classroom a safe space because students will be spending as much time as us or
even more than their own families at times. All students are different and we must all remember that and these are
all the things I choose to keep in my teaching philosophy as well.

3. If you could ask the speaker one question, what would it be?

How do you get students to open up who are really shy and don’t want to interact with others?

4. Now, imagine you are the speaker. How would you respond? (Do research to answer your own question!)
I would try to talk to my students one on one and learn one small thing at a time, or have them put a small
fact in a hat so they wouldn’t need to say it aloud.

5. Any criticisms of the video?

None! I think this video was very relaxed and it was clear all of the educators cared and wanted to learn
about their students and it was nice to see perspectives from all teachers, new and experienced and of different age
groups.