The video embraces research-based practices, lasts 6-9 minutes, and covers one objective. The video is also highly visual, as its slides minimize the use of text and use images or digital manipulatives to enhance learning. 

My face in the corner allows me to incorporate techniques that support students learning a second language, such as Total Physical Response (TPR), gesture, facial expression, and pointing. 

The video includes other elements supporting emergent bilingual students, including modifying teacher talk, rate of speech, sentence expansion, repetition, and thoughtfully placed pauses. Images or digital manipulatives also help students understand concepts and meet learning objectives.

Continuous checks for understanding are incorporated as students practice the strategies modeled. I ask questions and pause briefly for the student to participate in the check for understanding. 

To encourage students to engage actively through videos, I embedded questions and provided them with guided notes. Students are also prompted to solve an un-scaffolded problem in their notes and check and correct their work. 

The students are provided with a printed template of the guided notes. There is also a consistent note-taking system, which includes taking the materials out, solving the problem, and correcting their work. 

The Must Do activities enable students to achieve mastery of the learning objectives and collaborate during math workshop. 

The Should Do activities provide paper-and-pencil problem sets and IXL direct links to targeted math skills that align with the lesson. 

Finally, the Aspire to Do activities allow students to prove their thinking and engage in activities that require a higher Depth of Knowledge (DOK) and procedural and conceptual understanding.