EDTE 224 – Department Signature Assignment

EDTE 224 – Department Signature Assignment

Guidelines for Observation, Analysis, & Application Paper – V11

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The purpose of this assignment is to allow students an opportunity to see how two frameworks from educational psychology (Bloom’s Taxonomy and The Information Processing Model of Memory) connect to actual classroom teaching and student learning.  For this assignment, you will be asked to observe a series of short video clips (selected from one of the five links below), analyze it for concepts related to our course, and apply your understanding of that analysis in ways that would extend and improve the lesson.  Questions should be answered thoroughly and thoughtfully, integrating information from our textbook, discussions, activities, or research articles.  If you do draw information directly from a published source, please cite it in APA style throughout your paper and at the end on a References page.
The video clips to choose from are on the following page. Listed below are the questions to answer.

SECTION 1: BLOOM’S TAXONOMY

• A) In the learning event (video) you observed, what levels of “thinking skills” are being encouraged (according to Bloom’s Taxonomy)? How do you know? Provide evidence of the teacher’s questions or activity design that indicate that the specified level of thinking is being encouraged from the students.
  B) Address the effectiveness of the lesson: To what degree are students challenged to respond to questions and engage in activities that address higher levels of Bloom’s Taxonomy?  What evidence do you see that these higher levels of thinking have been effectively engaged? How are the activities designed and sequenced to help students reach those levels?
  C) What “prior knowledge” is necessary in this lesson in order for students to learn the new material or succeed in the learning tasks?

• What would you recommend as an activity or strategy to further encourage each of the higher levels of thinking? Why should these new activities or strategies work and what would serve as ‘evidence’ that, in implementing your activities or strategies, these higher levels of thinking will have been effectively engaged?

SECTION II: INFORMATION PROCESSING THEORY – MODEL OF THE HUMAN MEMORY SYSTEM

• Use your knowledge of the Model of the Human Memory System (Three Stage Model of Information Processing) to explain how information moves from the sensory register to long term memory. What basic principles should teachers keep in mind when designing lessons to support learning and memory (and why)?
• In the video clip you observed, what strategies does the teacher use to attract, maintain, and direct the students’ attention? (Prompts to help with this observation: Do you observe any students’ attention shifting during the observation?  What are other aspects of the classroom or activities that students “attend” to?   How does the teacher maintain student focus throughout the lesson?)

1. Please describe specific examples of the following encoding strategies being used in the video:
   1. Meaningful Learning
   2. Organization

• Visualization

1. Elaboration
2. Rehearsal

• Even if the teacher successfully engages the students in the MOVER encoding strategies, what other ideas would you recommend he/she do in order to more effectively support learning according to Information Processing Theories? How might you revise the lesson in a way that would incorporate more of the MOVER encoding strategies in extended ways?  Why would these new strategies work and how would you know that they were effective in engaging student learning?

SECTION III: SOCIAL – EMOTIONAL CONTEXT AND REFLECTIONS ON THE ANALYSES

• How would you describe the social – emotional context of the learning event that you observed? To what extent did the teacher demonstrate an awareness of student perspective (or attunement) to the students? What evidence suggests such awareness?  In what specific ways did the teacher create a learning atmosphere that either facilitated or hindered student motivation to learn?
• What insights have you gained as a result of connecting theory to practice in this assignment? Based on what you learned in this assignment, do you plan to incorporate any of the strategies you had learned into your own instruction?   If so, which ones, and why? Please be sure to make connections between your answers and specific aspects of this assignment.

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Papers should be typed in a standard format (professional fonts of Times Roman or Arial tend to work best) and should be either single or 1.5 spaced.  There is no page limit on this assignment. Please turn in your paper online via Canvas.

Below are the videos to view. Choose one from the list below as the focus video for your assignment.

Video #1 (Elementary)
Kindergarten – Cyrus Limon (3 video clips)
http://insidewritingworkshop.org/classroom/climon/video_pages/?cat=pre

Video #2 (Elementary)
2nd Grade Writer’s Workshop – Rachel Rothman (3 video clips)
http://insidewritingworkshop.org/classroom/rrothman/video_pages/?cat=pre

Video #3 (Elementary)
5th Grade Writer’s Workshop – Mark White (3 video clips)
http://insidewritingworkshop.org/classroom/mwhite/video_pages/?cat=pre

For students interested primarily in teaching the upper grades, you may also consider the following videos for observation/analysis/application.

Video #1 TeachingChannel.org:  Students Teaching Students – Lessons from the Desert

https://www.teachingchannel.org/videos/students-teaching-students

Video #2 TeachingChannel.org:  Biology – Teaching Avian Flu
http://www.teachingchannel.org/videos/biology-teaching-avian-flu?fd=0

If you find other videos that you would like to use instead, please email me two weeks before the assignment is due and I will view it and let you know it would be feasible to add to the video library for this assignment.