Running head: VIDEOTAPE ANALYSIS OF TEACHING 1

Videotape Analysis of Teaching (VAT)

Laurie C. Vance

Kennesaw State University

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Context of the Lesson

This lesson took place during the center rotations of my third grade math block. The

lesson was an introduction to area and falls into the domain of measurement and data. By the end

of this lesson, students should be able to understand the definition of a square unit and that

square units are often measured using different sizes. Additionally, students should understand

square units’ measure area by covering a shape and counting the squares. As a prerequisite to

understanding this skill, students must understand how to partition rectangles into equal-sized

squares as well as know that squares have four equal sides. Some key lesson vocabulary for this

unit includes area as well as square unit. In the context of this lesson, area is the amount of space

inside a closed two-dimensional figure. A square unit is a square with side lengths of one unit

used to measure the area of a figure.

This lesson prepares students to relate concepts of addition and multiplication, such as

arrays and distributive property, to finding the amount of space in a closed plane shape. The

Standards for Mathematical Practice (SMP) include: (2) Reason abstractly and quantitatively, (3)

Construct viable arguments and critique the reasoning of others, and (5) Use appropriate tools

strategically. The Common Core State Standards aligned to this lesson include:

CCSS.Math.Content.3.MD.C.5: Recognize area as an attribute of plane figures and understand

concepts of area measurement, CCSS.Math.Content.3.MD.C.5.a: A square with side length 1

unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure

area. CCSS.Math.Content.3.MD.C.5.b: A plane figure which can be covered without gaps or

overlaps by n unit squares is said to have an area of n square units, and

CCSS.Math.Content.3.MD.C.6: Measure areas by counting unit squares (square cm, square m,

square in, square ft, and improvised units).

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Teaching Analysis and Lesson Connection to Learning Theories

As stated in the context of the lesson, this lesson takes place during the small group

center rotations in my math block. I feel as though I took the role of the direct instructor as well

as the facilitator of learning. Because this was an introductory lesson, I do feel like these roles

were effective in student learning because they should be guided through instruction as well as

able to ask questions for clarification.

The learning task was for students to find area by measuring and counting units. Tasks

were consistent with Common Core Standards as well as Standards for Mathematical Practice.

These learning tasks relate to aspects of each of the learning theories: Social Constructivism,

Social Cognitivism, as well as Informational Processing. This analysis describes specific

examples of the use of each of these theories during the lesson.

The Information Processing Learning Theory promotes the importance of language in

regards to understanding and development. At the beginning of the small group lesson, students

read an introduction to the concept to gain understanding. In relation to the Informational

Processing Learning Theory, reading specifically uses the visual areas of the brain in addition the

language centers. Then, students orally defined and used the key mathematical terms described

in this lesson. The purpose of utilizing these learning objectives is to gain student attention and

to promote direct connections.

Upon review of the video, I noticed during my small group lesson I did a majority of the

talking, although I did try to get my students’ input throughout the rotation. One of my favorite

methods to use during teaching is the turn-and-talk method. This strategy encourages student
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involvement. However, I do feel like I could have used this method more throughout the center

rotation.

As I was watching the lesson, I was watching for student engagement. I noticed that as

students were raising their hands to answer questions, other students were tuning out

immediately after I called on another student. For example, the student in the blue sweatshirt

looks around the room and goes back to his seat to put his jacket away. The student with red hair

plays with the grip on her pencil and picks at her fingernails. I noticed students the most

engagement from students during the application process when we were discussing examples of

items we could measure in the classroom. These examples emphasize the importance of real-

world application problems during learning. Because this was an introduction lesson, some

students range from knowledge to recall in their levels of understanding.

While I do feel like the Ready Curriculum we use in Cherokee County is rigorous, I do

feel like I could have pushed my students with more real-world and concreate examples of area

in order to increase student achievement and understanding. I did guide my students through

instruction, I also feel like I did encourage them to make their own connections. For example,

when we were discussing square units and measuring with the ruler, each student attempted their

measurement on their own before discussing it as a group. This is a prime example of scaffolding

support as described in the Constructivist Learning Theory.

During the lesson, I asked specific questions in relation to the Blooms Taxonomy

framework. Informational questions include: What is area? How do you measure area? Process

level questions include: Can you explain how you would use square units to find the area of the

shape? Can you explain whether or not the size of the square unit that is used to cover a shape

makes a difference in how you find the area? Examples of Analystic/Imaginative questions
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include: Suppose Square A is divided into smaller-sized square units. Can you also count these

square units to describe the area of Square A? I did not have any examples of Creative questions

in this lesson. I could have extended these questions by asking students for different ways of

counting area, the difference between one inch and one square inch, or what is a way that is not

skip counting or counting that we could use to find the area of a rectangle? These questions

would aided in increasing students’ Zone of Proximal Development and move from assimilation

to accommodation.

Because I taught this lesson during small group center rotations, I did call on students

based on their ability levels because they are grouped accordingly. I do not feel as though I

called on a specific gender, ethnicity, etc. more than another. However, I do notice one group has

more boys than girls and the other group has more girls than boys. I do not feel as though I

responded to these students differently, but I do feel like I guided one of my groups more than

the other group.

During this lesson, there were many “teachable moments.” For example in the second

group, we discussed the importance of square units versus rectangular units. Students were

struggling with the difference in the two. So, I drew a picture of square units and rectangular

units. Additionally, we discussed the importance of units being the same size. In relation to the

Social Cognitive Theory, this teaching strategy relates to response facilitation as well as

observational learning. The Social Cognitive Theory also promotes teacher and peer modeling as

described in this section. “Teachable moments” I missed was the extension of the lesson.

Based on the video, I feel as though my classroom has a positive learning environment.

The classroom is well managed, safe, and orderly. The classroom is conducive to learning, and
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encourages and fosters respect for all. Students know expectations during centers and in the

classroom.

Upon final review of the video of teaching, I do feel as though students met the learning

goals described in this lesson. Based on student work, formal and informal assessments, and

student responses, students understand the definition of a square unit and that square units are

often measured using different sizes. Additionally, students understand square units’ measure

area by covering a shape and as well as counting the squares.

Reflection

Based on the analysis of the video of my math lesson, one of the areas of my teaching

practice I want to improve is enrichment and extension. I feel as though my students would have

benefitted from extending the lesson beyond the context presented. I would like to provide more

real world examples for my students to apply their knowledge. According to the Social Cognitive

Theory, learning is both a social and cognitive process. Three factors play a role in learning and

understanding: personal, behavioral, and environmental factors. By relating these real-world

contexts into learning, students are most successful. I could have extended this lesson by having

students use actual square tiles to create rectangles using a variety of areas. Some examples

could include a length of eight tiles and a width of one tile, or a length of two tiles and a width of

four. After students have built each rectangle, students could discuss the similarities and

differences between them.

Finally, another specific area I would like to improve in my teaching practice would be

the inclusion of academic vocabulary in instruction. As I was watching the video, there were

many instances where I should have included academic language. This would also help enrich
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student learning. Based on the Informational Processing Learning Theory, language is an

imperative for processing information and building fluency. This would involve both the left and

right hemispheres of the brain that fosters development.

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References

Grade 3 » Measurement & Data. (n.d.). Retrieved March 22, 2018, from

http://www.corestandards.org/Math/Content/3/MD/

Ready Georgia Mathematics Curriculum. (2017). North Billerica, MA: Curriculum Associates,
LLC.