Edu 216 Viewing Log 1 And Reflection Report Template 622809

Edu 216 Viewing Log 1 And Reflection Report Templatepart 1 Viewing

EDU 216 viewing log #1 and reflection report template. Part 1: Viewing Log- In the boxes provided below the video titles, you will write a brief 5-7 sentence reaction to each of the videos you observed focusing on philosophies and governance you saw represented in the classroom. Use the next set of spaces provided to keep an anecdotal record and keep frequency counts. Then provide a brief explanation of how the teaching philosophies and governance you saw represented in the classroom impacted teaching and learning. HCC Student Name Grade/age of the classroom being observed Time and date observation is completed Name of the teacher being observed Reaction to Observation #1– First Grade Literacy Lesson You are observing for evidence of teaching philosophy and classroom governance.

For this assignment, you will keep an anecdotal record of the teacher for the duration of each video clip to document your observations; then, you will focus on two different frequency counts over the length of the observation. Explain what your frequency counts are counting. You should use frequency counts to count the number of potential teaching philosophy and governance you saw represented in the classroom. Anecdotal Record Frequency Count (write what is being counted and tally how many times you observed): Frequency Count Explanation : Write a descriptive paragraph about the teaching philosophies and governance you saw represented in the classroom and how it impacted teaching and learning.

Grade/age of the classroom being observed Time and date observation is completed Name of the teacher being observed Reaction to Observation #2– Fourth Grade Motion Science Lesson You are observing for evidence of teaching philosophy and classroom governance . For this assignment, you will keep an anecdotal record of the teacher for the duration of each video clip to document your observations; then, you will focus on two different frequency counts over the length of the observation. Explain what your frequency counts are counting. You should use frequency counts to count the number of potential teaching philosophy and governance you saw represented in the classroom. Anecdotal Record Frequency Count (write what is being counted and tally how many times you observed): Frequency Count Explanation : Write a descriptive paragraph about the teaching philosophies and governance you saw represented in the classroom and how it impacted teaching and learning.

Grade/age of the classroom being observed Time and date observation is completed Name of the teacher being observed Reaction to Observation #3– Sixth Grade Informational Text Lesson You are observing for evidence of teaching philosophy and classroom governance . For this assignment, you will keep an anecdotal record of the teacher for the duration of each video clip to document your observations; then, you will focus on two different frequency counts over the length of the observation. Explain what your frequency counts are counting. You should use frequency counts to count the number of potential teaching philosophy and governance you saw represented in the classroom. Anecdotal Record Frequency Count (write what is being counted and tally how many times you observed): Frequency Count Explanation : Write a descriptive paragraph about the teaching philosophies and governance you saw represented in the classroom and how it impacted teaching and learning.

Grade/age of the classroom being observed Time and date observation is completed Name of the teacher being observed Reaction to Observation #4 - High School Math Story Problems You are observing for evidence of teaching philosophy and classroom governance . For this assignment, you will keep an anecdotal record of the teacher for the duration of each video clip to document your observations; then, you will focus on two different frequency counts over the length of the observation. Explain what your frequency counts are counting. You should use frequency counts to count the number of potential teaching philosophy and governance you saw represented in the classroom. Anecdotal Record Frequency Count (write what is being counted and tally how many times you observed): Frequency Count Explanation : Write a descriptive paragraph about the teaching philosophies and governance you saw represented in the classroom and how it impacted teaching and learning.

Part 2: Reflection

Write a 1 page (four separate paragraphs), Times New Roman,12 font, double spaced, typed reflection report. The following questions are intended to be a guide for developing each paragraph. Do no submit the written assignment in a question & answer format. 1. How do you feel the observations went? Did you encounter any issues or situations that you would not know how to handle if it were a live classroom setting? If so, please explain. 2. What did you learn for the first time through this observation that you did not know previously about teaching/education? 3. How did this observation experience make you feel about a future career as a teacher? 4. How was this observation different from what you may expect to observe in an early childhood preschool setting?

Paper For Above instruction

The observation of various classrooms across different grade levels provided invaluable insights into how teaching philosophies and classroom governance shape the learning environment. In the first-grade literacy lesson, the teacher demonstrated a student-centered approach, emphasizing active participation and fostering a supportive atmosphere conducive to literacy development. The teacher's use of positive reinforcement and structured routines reflected an authoritative yet nurturing governance style, which appeared to encourage student engagement and autonomy. This environment promoted both teaching effectiveness and positive student behavior, illustrating the importance of governance in establishing a productive classroom climate.

In the fourth-grade motion science lesson, the teacher appeared to incorporate inquiry-based learning, encouraging students to hypothesize and explore scientific concepts. The classroom governance emphasized collaboration, with students working in groups and the teacher facilitating rather than dictating, which aligns with constructivist philosophies. The frequency counts revealed consistent modeling of questioning techniques and student-led discussions, fostering critical thinking and deep understanding of scientific principles. This approach visibly impacted learning by making science both accessible and engaging, highlighting the influence of governance style on fostering curiosity and independence in learning.

The sixth-grade informational text lesson showcased a balanced approach, blending teacher-directed instruction with opportunities for student choice and discussion. The teacher employed strategies that promoted higher-order thinking, such as analytical questioning and promoting student-led analysis of texts. The classroom governance supported a respectful, collaborative environment where students felt empowered to share ideas, which appeared to enhance comprehension and critical analysis skills. The observed philosophies emphasized the importance of fostering independence and deep thinking, demonstrating how governance can support intellectual development at this stage.

The high school math story problem session reflected a more disciplined and focused classroom atmosphere. The teacher utilized explicit instruction combined with structured practice, which aligns with mastery learning philosophies. The governance style was more authoritative, with clear expectations and routines that minimized disruptions and maximized instructional time. This classroom environment appeared to prioritize academic rigor and discipline, which can be effective for teaching complex skills such as problem-solving. Overall, these varied observations illustrated how different philosophies and governance styles influence teaching practices and student learning across age groups.

References

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• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Ormrod, J. E. (2014). Educational psychology: Developing learners. Pearson Higher Ed.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Schunk, D. H. (2012). Motivation in education: Theory, research, and practice. Pearson.
• Harlen, W. (2007). Classroom observation for teacher development and school review. Teaching and Teacher Education, 23(2), 185-199.
• Loyens, S. M., Rikers, R., & Schmidt, H. G. (2008). Students' self-assessment and their use of self-regulated learning strategies. Educational Psychology Review, 20(4), 375-391.
• Wiggins, G. (2011). The measure of a teacher: How to know if you're helping your students learn. Jossey-Bass.