Analysis Tools
"Having a chosen focus eliminated the need to address other topics..."
"Having a chosen focus eliminated the need to address other topics..."
-Scroll Down For A Variety of Analysis Tool Options-
- Plan focus & select tool.
- Capture video.
- View video & record evidence in tool.
- Analyze, reflect, and plan next steps.
Common Questions to Consider for an Equity Focus:
-What are patterns of participation based on race, gender, language, and/or ability?-Who holds the materials? Who occupies the airspace? Who is volunteering?-What are the culturally responsive opportunities for students to participate meaningfully? -How are choices made in strategic seating and partnerships?-How does teacher language demonstrate high expectations and a belief in student ability? Common Questions to Consider for an Equity Focus:
Classroom Expectations
CSTPs: Standard 2/2.5, 2.6, 2.7
Teacher identifies behavior expectations prior to video, looks for evidence of students meeting/not meeting expectations in the video, and self-assesses on key areas of setting and upholding expectations.
CSTPs: Standard 2/2.5, 2.6, 2.7
Teacher identifies behavior expectations prior to video, looks for evidence of students meeting/not meeting expectations in the video, and self-assesses on key areas of setting and upholding expectations.
Effective Classroom Expectations Video Tool. Classroom Environment
CSTPs: Standard 2/2.1, 2.3, 2.4
Tool based in National Board standards related to social, emotional and intellectual aspects of classroom environment. Teacher selects elements of focus and tool provides space to record evidence of that focus while viewing video.
CSTPs: Standard 2/2.1, 2.3, 2.4
Tool based in National Board standards related to social, emotional and intellectual aspects of classroom environment. Teacher selects elements of focus and tool provides space to record evidence of that focus while viewing video.
Classroom EnvironmentWho's Doing the Talking? Student/Teacher Talk
CSTPs: Standard 1/1.4, 1.5; Standard 2/2.4, 2.7; Standard 4/4.4
T-chart to record student talk and teacher talk to identify the percentage of time each is talking during a lesson.
CSTPs: Standard 1/1.4, 1.5; Standard 2/2.4, 2.7; Standard 4/4.4
T-chart to record student talk and teacher talk to identify the percentage of time each is talking during a lesson.
Who's Doing the Talking? (Teacher talk vs student talk) Teacher Questioning
CSTPs: Standard 1/1.5; Standard 2/2.4
Focuses on the questions the teacher asks during a lesson. Questions are isolated in the video and then analyzed by Type/Kind/Level to promote reflection on effective use of questions to support and push student thinking. May be adapted to analyze student questioning as well.
CSTPs: Standard 1/1.5; Standard 2/2.4
Focuses on the questions the teacher asks during a lesson. Questions are isolated in the video and then analyzed by Type/Kind/Level to promote reflection on effective use of questions to support and push student thinking. May be adapted to analyze student questioning as well.
Questioning ChartStudent Participation
CSTPs: Standard 2/2.1, 2.2, 2.3, 2.4, 2.6
Supports close examination of how and when specific students participate in class. Most appropriate for a closer look at focal students, but provides prompts for looking at larger group as well.
CSTPs: Standard 2/2.1, 2.2, 2.3, 2.4, 2.6
Supports close examination of how and when specific students participate in class. Most appropriate for a closer look at focal students, but provides prompts for looking at larger group as well.
Student ParticipationStudent Engagement
CSTPs: Multiple Across All Standards
Breaks down “engagement” into 3 specific levels and provides space to record evidence of each type of engagement to support teacher reflection.
CSTPs: Multiple Across All Standards
Breaks down “engagement” into 3 specific levels and provides space to record evidence of each type of engagement to support teacher reflection.
Levels of EngagementAre Students Meeting Learning Objectives
Standard 4/4.2, 4.3, 4.4, 4.5; Standard 5/5.2, 5.3
T-Chart for recording the learning objective for a lesson, the anticipated evidence of students meeting the objective(s), and the actual evidence.
Standard 4/4.2, 4.3, 4.4, 4.5; Standard 5/5.2, 5.3
T-Chart for recording the learning objective for a lesson, the anticipated evidence of students meeting the objective(s), and the actual evidence.
Objective Driven4 Square Reflection Tool
CSTPs: Multiple Across All Standards
Open-ended opportunity to identify strengths, areas of need, questions, and next steps in any aspect of teaching/learning.
CSTPs: Multiple Across All Standards
Open-ended opportunity to identify strengths, areas of need, questions, and next steps in any aspect of teaching/learning.
4 Square Reflection ToolWe seek to address this question:
How can educators use video analysis to identify and address inequities in the classroom, and their own biases, so that young people experience a student-centered education that leads to success regardless of their race, gender, language, and ability?