Instruction :
1.After reading texts, watching video, (
https://www.youtube.com/watch?v=D2o6MDpL1v0&list=PUOeH4OnX6DBonKOOt673low&index=3
) and using the transcript, take Low Inference Notes .
I need only Low Inference Notes
Kindergarten Mathematics
Minute 0 to 5
In the first 5 minutes of the video, the teacher demonstrates several instructional moves to engage the students and provide them with equity and access to the content. The teacher begins the lesson by asking the students if they remember what the week’s topic has been, which encourages them to reflect on their prior knowledge. When the students respond with “decomposing”, the teacher reinforces their answer by using the big word and then further engages the students by having them turn to their learning partner and explain what decomposing means using gestures. This encourages the students to interact with each other and practice their communication skills.
The teacher then uses questioning and discussion techniques to engage the students further and encourage critical thinking. The teacher asks a few students to explain in detail what they talked about with their partner, encouraging them to reflect on their prior discussions and recall what they have learned. The teacher then further engages the students by having them predict what they will find out today. This encourages the students to think critically and use their knowledge of decomposing to make a hypothesis.
The teacher also demonstrates flexibility and responsiveness by adjusting the lesson according to the student’s interests and needs. For example, when the students express interest in seeing a thriller, superhero movie, or mystery, the teacher adjusts the lesson and adds a bit of creativity to the learning experience by incorporating that into the lesson.
Finally, the teacher provides scaffolding for the students by breaking down the task into smaller chunks and providing clear directions. For example, when the teacher asks the students to move over to create five chairs, the teacher provides clear instructions on how to do so. This helps the students understand the task and feel more confident in understanding the content.
Minute 5 to 10
In the second 5 minutes of the video, the teacher used questioning and discussion techniques to engage the students. He asked questions of high cognitive challenge, such as “Did you have to count to get that number, or did you just look up here?” and “What’s happening to our number each time?” He was also using discussion techniques to promote critical thinking, such as “Let’s look at Elle’s prediction. What was Elle’s prediction?” and “What is that that good mathematicians are always looking for in numbers?”
The teacher was also uncovering misconceptions during the learning experience. For example, when the student said, “It is not right” about her seat, the teacher asked, “What is wrong?” and clarified that the seat was too sticky. Additionally, when the student said “Five” about the number of people in the theater, the teacher asked, “Did you have to count to get that number, or did you just look up here?” to ensure the student had an accurate understanding of the concept.
The teacher was also scaffolding learning for all students. He provided clear directions and instructions, such as “Let us count and see” and “Give our moviegoers a hand today.” He also allowed for student participation and involvement, such as by asking them to get their chairs and spell the number five. He also gave students feedback, such as “You are exactly right” and “Great job.” This allowed students to understand the content on a deeper level.
Minute 10 to 15
In this section, the teacher uses a song to help students remember the spelling of the word “five” (“Knick knack patty whack give your lap a tap, you can do it do not hold back. F-I-V-E spells five you can spell these if you try”). This helps students engage actively with the lesson and provides them with an enjoyable and memorable way of learning the word’s spelling.
The teacher also uses a number of questioning techniques to help students understand the content and develop their critical thinking skills. For example, the teacher asks the students “how many are in that tower?” and “how many do you have out of the water?” These questions help students to think critically and understand the content. The teacher provides clear explanations and directions for activities to help students engage with the content and understand the concepts.
The teacher also uses scaffolding techniques to help students access the content. For example, the teacher helps students to understand the concept of counting by providing them with a “Quackulator” (a tower of five cubes). This helps students to better understand the concept and develop their counting skills. The teacher also provides feedback to students and encourages them to assess their work against established criteria.
Furthermore, the teacher can uncover misconceptions students may have about the content. For example, when the teacher asks the students, “how many are in the water now?” the student initially answers, “three .”The teacher then corrects the student and helps them understand the concept. This helps the students to develop an accurate knowledge schema about the content.
Minute 15 to 20
In this section, the teacher used a variety of strategies to keep students involved, including introducing the lesson with a story and allowing students to act out the story. Additionally, the teacher asked students to engage in counting activities and used a song to help students remember the content.
The teacher also used several strategies to help students engage in higher-level thinking. For example, the teacher asked questions that required students to think critically, such as “Jordan, how many do you have in the water now?” This question required students to think back to the story to answer the question accurately. Additionally, the teacher asked questions with multiple correct answers, such as “How many are in the water Miss Emma?” which allowed students to take different approaches to answer the question.
The teacher also provided equity and access to the content by using various strategies to ensure that all students could participate in and understand the lesson. For example, the teacher scaffolded learning by providing additional support to students struggling to understand the content. Additionally, the teacher provided visual and hands-on activities to help students better understand the content. For example, the teacher asked students to “put all your little cubes back together in a tower” (17:31) and to “touch and count” (18:42) to help them better understand the numbers in the story.
The teacher also uncovered several misconceptions during the learning experience to help students engage with accurate knowledge. For example, the teacher corrected herself when she made a mistake in the song by saying, “Ms. Ramage sang it that way didn’t she?” (19:35). This allowed students to learn the correct version of the song and helped them to understand the content more accurately. Additionally, the teacher asked students to “touch and count” (18:42) to help them understand the numbers in the story and ensure they had accurate knowledge.
Minute 20 to 25
In terms of engaging students, the teacher in this section demonstrates their knowledge of the students by asking Dalton to hand out the story mats and then praising him for a job well done. The teacher follows this instruction by asking the students to count the mats in his stack. This helps engage the students in the activity by allowing them to interact with the teacher and demonstrate their knowledge. The teacher uses various questioning techniques to help students think critically and understand the content. For example, when the teacher asks, “How many different ways could we carry those things out by putting them in our sack?” they are prompting the students to think critically and come up with various solutions. This also helps the teacher uncover any misconceptions that the students may have.
The teacher provides equity and access to the content by providing students with the same materials and opportunities to participate in the activity. For example, the teacher ensures that all students have the same mats to count and that all students can participate in the discussion. The teacher also scaffolds learning for all students by providing clear instructions and explanations of the content. Furthermore, the teacher uses language appropriate for the student’s level and encourages them to participate in the activity. For example, the teacher says, “Let me see while he is picking those up, let us see, how many do I have in my stack here?” (20:17) This helps the students understand the task and encourages them to participate in the activity.
Minute 25 to 30
In this video section, the teacher demonstrates a high level of proficiency in the instructional core of Danielson 3a, 3b, 3c, 3d, and 3e. In order to engage students, the teacher provides clear and concise directions (e.g., “If you will write your name and if your learning partner, if they will write their name at the top, all right?”). Additionally, the teacher uses questioning and discussion techniques to get the students to think critically. For example, the teacher asked the students to “see if they can find a way first?” and “What would be the part?”. In order to provide equity and access to the content, the teacher is scaffolding the learning for all students. For instance, when a student struggled to understand a concept, the teacher provided additional guidance (e.g., “Can you touch and count?”).
Furthermore, the teacher monitors student learning and provides feedback to help students identify and correct misconceptions (e.g., “That was the same thing? I think you had three over here and two there.”). Lastly, the teacher demonstrates flexibility and responsiveness by incorporating student interests into the lesson (e.g., “Miss Maddie can you record that down?”) and adjusting instruction in response to evidence of student understanding (e.g., “Do I still have five, do you still have five items that you are leaving the store with?”).
Minute 30 to 35
In this section, the teacher asked the students a series of questions to check for understanding and to ensure that the students were actively engaged in the learning process. For example, the teacher asked questions such as “Tell me about this one,” “How many were in this sack?”, “Whose sack did this belong to?”, “Did we get out with all of our five things?” and “How many is my mom gonna carry?”. Through these questions, the teacher uncovered any misconceptions the students may have had, as well as provided equity and access to the content by allowing all students to participate in the discussion. Additionally, the teacher scaffolded learning for all students by providing clear directions for activities and explanations of the content. For example, the teacher stated: “You can show me with the cubes. Show me with the cubes”, “It just kinda helps me see it a little better when they are undone like that. You can do that”, and “It is Maddie’s name.
Minute 35 to 40
In this lesson section, the teacher uses questioning techniques to evaluate student understanding and uncover misconceptions. For example, the teacher asks the students, “Did Miss Hadley get it right?” This allows the teacher to assess student understanding and uncover misconceptions. The teacher also provides feedback to the students, such as “Great job decomposing” and “Good job Miss Hadley,” which helps to foster an environment of equity and access to the content. Additionally, the teacher is scaffolding learning for all students by providing multiple opportunities to practice and demonstrate their understanding of the content. The teacher is also providing students with the necessary tools to be successful, such as their “little tub” of crayons and the spiders to help them understand the concept of decomposing. The teacher states in the video, “I like seeing those mathematicians at work” (38:58). This statement reflects the teacher’s dedication to providing a supportive learning environment for all students.
Minute 40 to 45
In minutes 40 to 45 of the video, the teacher uses questioning and discussion techniques and demonstrates flexibility and responsiveness. The teacher uses the questioning technique to check if the students have the correct number of spiders in the egg sac and on the web by getting them to count. She uses multiple correct answers to engage the students and get them thinking critically. She provides equity and access to the content by ensuring every student has a paper to write on and asking them what color crayon they would like. The teacher also uncovered a misconception when one of the students said they had five spiders in the egg sac when they only had none. The teacher also scaffolded learning by providing the students with clear directions, helping them to count and check the correct number of spiders, and giving them feedback. The teacher said, “Good job. I am glad you did not get scared by my little spiders”. This provided the students with reassurance and encouragement.
Minute 45 to 53
In this last section, the teacher asks questions to check for understanding, such as “What number are we working with today?” and “How many did you pull down on this side?”. To elevate critical thinking, the teacher encourages students to decompose the number five into parts and solve the problem differently. He also scaffolds learning for all students by providing clear directions and explanations of the activities and posing questions with multiple correct answers or approaches. The teacher also provides feedback to students, such as “Great job” and “Excellent on that .”The teacher uncovers misconceptions by asking students to explain their solutions and by helping them to understand the content. For example, the teacher provides clarification when a student is unsure of the number, asking, “What is that one?” and “Let us touch and count.”
Overall, the teacher uses effective questioning and discussion techniques to engage students in learning, demonstrating a high level of proficiency in the instructional core of Danielson Framework Domain 3.
Low-Inference Transcript
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