Peer Video Resources

3:52 Learning through mistakes and struggle, promoting pride in accomplishment.

6:52 A teacher goes through the observation process, incorporating self-reflection, principal feedback, and peer feedback to improve his practice.

5:05 Students become collaborators with adults to increase Motivation and Engagement. Steps discussed for students: 1. They have to feel okay 2. It has to matter to them 3. It has to be active in some way 4. It has to stretch them in some way 5. They need a coach 6. Then they have to use it (actively think, reflect on) 7. You have to plan your next steps. If students don't have an application or use for learning, there is an impact on engagement.

1:59 Group Contracts for Collaborative Work: Using a contract, students agree on protocols/norms which will guide their collaborative small group work.

1:59 This video discusses how group contracts may be used to establish and maintain norms for student participation during group work and help to promote individual accountability. 

2:04 How to differentiate your grouping and establishing a respectful environment during small group interactions. 

13:41 The title says it all.

2:00 This video provides the purpose and strategies for using essential questions to introduce a unit. Consider the following questions: What makes a successful question? How could you use "essential questions" throughout a unit? What is the effect of asking a question rather than stating an objective?

2:33 Simple engagement for ESOL

7:27 Preparatory sculpture lesson to get students thinking on a more conceptual level.  Collaborative experiences focus on engagement and having students fully realize the relevancy and purpose of gathering ideas.

4:08 3a - Making connections between written and spoken language 3b - Open-ended questions to enhance expressive and receptive language skills

7:03 This video is an effective resource for use in covering large chunks of instructional objectives with direct instruction. It is very effective for domain 3 delivery of instruction.

7:03 This teacher varies the instructional groupings during direct instruction. For example, she pauses for small group discussions or individual notes so that the lecture is not all teacher-led.

7:03 The teacher breaks up direct instruction with student discussion and writing to learn moments that allow her students to process the learning. She also uses innovative technology seamlessly in the lesson. 

1:39 This video provides ways to engage more students within the lesson using non-verbal communication.

1:41 Designing a question as a hook to prompt flexible and original thinking.

1:49 This video shows the implementation and importance of learning positions to increase active listening.

10:02 Utilize the first six minutes of this video to highlight students taking ownership of instruction through creating specific vocal warm ups.  Teacher becomes the facilitator as students lead the class.

1:43 Opportunities to integrate technology into the lesson for assessment and engagement

1:00 This brief video reminds teachers to use different types of attention-getting signals to keep students' attention, smooth transitions and encourage on-task behavior.

2:00 Using sentence frames to scaffold student understanding of content. 

2:00-3:00min. Procedures 3:00-5:00min.  Prepositions 5:38-9:25min. Making Text-to-Self Connections 9:38-12:30 min. Teachable Moments (Spinners) 

2:17 This video provides information on how to use exit tickets to assess student learning and to plan for future instruction.