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    Video Analysis Checklist Mr. Philippe Nicolas

    Uploaded by

    NUR SAFURA AZMI
    The document contains a checklist for best practices in video analysis of a classroom lesson. It evaluates the classroom environment, teacher's role, and learner's experience based on criteria rated as met (√) or not met (X). Key criteria met include materials being age-appropriate, classroom arranged for group work, teacher asking questions to stimulate students, and learners pursuing their own questions, making predictions, and considering how results answer questions. Areas for improvement include access to secondary sources of information and ensuring students check results. Overall, the lesson engaged students in active group work to discuss ideas and findings.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Video Analysis Checklist Mr. Philippe Nicolas

    Uploaded by

    NUR SAFURA AZMI
    28 views2 pages
    The document contains a checklist for best practices in video analysis of a classroom lesson. It evaluates the classroom environment, teacher's role, and learner's experience based on criteria rated as met (√) or not met (X). Key criteria met include materials being age-appropriate, classroom arranged for group work, teacher asking questions to stimulate students, and learners pursuing their own questions, making predictions, and considering how results answer questions. Areas for improvement include access to secondary sources of information and ensuring students check results. Overall, the lesson engaged students in active group work to discuss ideas and findings.

    Original Description:

    Video Analysis on Inquiry Learning

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    The document contains a checklist for best practices in video analysis of a classroom lesson. It evaluates the classroom environment, teacher's role, and learner's experience based on criteria rated as met (√) or not met (X). Key criteria met include materials being age-appropriate, classroom arranged for group work, teacher asking questions to stimulate students, and learners pursuing their own questions, making predictions, and considering how results answer questions. Areas for improvement include access to secondary sources of information and ensuring students check results. Overall, the lesson engaged students in active group work to discuss ideas and findings.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    28 views2 pages

    Video Analysis Checklist Mr. Philippe Nicolas

    Uploaded by

    NUR SAFURA AZMI
    The document contains a checklist for best practices in video analysis of a classroom lesson. It evaluates the classroom environment, teacher's role, and learner's experience based on criteria rated as met (√) or not met (X). Key criteria met include materials being age-appropriate, classroom arranged for group work, teacher asking questions to stimulate students, and learners pursuing their own questions, making predictions, and considering how results answer questions. Areas for improvement include access to secondary sources of information and ensuring students check results. Overall, the lesson engaged students in active group work to discuss ideas and findings.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Mr.

    Philippe Nicolas

    Video Analysis Checklist


    Classroom prerequisites and learning environment

    Best practices √/X Comments

    1 Materials and equipment appropriate for the activities Students are actively engage
    and age of the pupils √ with the lesson

    2 Access to secondary sources of information such as


    books, computers, posters X

    3 Classroom arranged for pupils to work in groups √

    4 Giving sufficient time is for discussing pupils’ ideas,


    clarifying the question being investigated, collecting √ Students do the activities in
    data, discussing what has been done and found out groups

    5 Pupils have note books or folders for keeping their


    records √

    6 Pupils are taught techniques for using equipment,


    including measuring instruments, safely and √
    effectively

    7 Pupils are helped to use appropriate scientific terms


    and representations √

    8 Tolerance and mutual respect are encouraged √


    Lots of pupils’ work been
    9 Pupils’ work is displayed in the classroom √
    displayed on wall

    Teacher’s role

    Best practices √/X Comments

    1 Asking for pupils’ own ideas √


    Stimulate students with
    2 Helping pupils to express their ideas clearly √ various of questions

    3 Giving pupils positive feedback √

    4 Encouraging pupil to ask questions √

    5 Involving pupils in planning investigations √

    Ensuring pupils check their results / observations √ Discussion among the


    6
    students

    7 Helping pupils to keep notes and systematic records Each group have their
    √ worksheet
    etc

    1
    Learners’ experience

    Best practices √/X Comments

    1 Pursuing questions which they have identified as


    their own even if introduced by the teacher √

    2 Raising further questions which can lead to


    investigations √

    3 Making predictions based on what they think or find


    out √

    4 Taking part in planning investigations with


    appropriate controls to answer specific questions √

    5 Carrying out investigations √

    6 Gathering evidence by observing real events or


    using other sources which enables them to test their √
    predictions

    7 Considering how their results answer the √


    investigation question

    8 Trying to explain their results √

    9 Collaborating in group work √ All take part in group work

    10 Talking to each other or to the teacher about what


    √ Active students
    they are observing or investigating

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