Teaching In Action Video Analysis

The one ‘Teaching in Action Video’ our group decided to examine was Exploring Geometry on the Playground, lesson taught by Ms. Debbie Johnson While we observed this video, we were able to identify multiple instructional strategies, yet only a few assessment tactics used. Based on Ms. Johnson’s teaching methods we could imply that she used the cognitive learning theory, social cognitive theory, constructivism methods, and motivation as reinforcement, to ultimately make math more memorable for her students by putting it into “context” (citation for video quote?) . The big idea of the math lesson was the representation of geometry figures found through exploration in a real world setting and apply the appropriate computation to solve the problem

Johnson‘s group of students in the video were advanced learners, therefore, applying the investigative process was a very effective instructional strategy for her to use. Greene (1995) explains that the investigative method involves five cognitive processes and each of these developments relate to one another.

1. Observation and formulation of questions. A mental question is formed and recorded as a result of observing information that is puzzling. We believe that Ms. Johnson incorporated this step effectively when the students were asked to create a cognitive conflict question on their “think card” based off of their environment geometry picture. High order thinking and prior knowledge was being used to complete this task. Essentially, at the same time, Ms. Johnson was able to assess her students’ knowledge through the nature of their questions.

2. Gathering of information. Students mentally need to think about what they already know and what prior knowledge they can involve to the answer of the problem. The students also need to organize the knowledge and represent the information in a manner of assisting their investigation process. Ms. Johnson facilitated her students when they were inside and outside the classroom. Ms. Johnson constantly used high order thinking questions and prompts to connect prior knowledge to the students’ current learning. Once the students got back to school, they had to analyze their information using technology software and organize it in a