Video Observation and Reflection Movie Review Example | Topics and Well Written Essays - 1000 words

Video Observation and Reflection - video Review ExampleShe explains that it is vital they work in that manner because the girls may not participate fountainhead when they partner with the boys. Completing the task required that the students partner so that they share and question how the connections worked. They also managed to take the air around and ask the other students how they managed to work on their experiments successfully (Completing the Circuit A Conversation nearly Teaching, 1999). Engagement Questionnaires were given to the students by Ms. Block to allow her know about the encounters of students with electricity. Posters about various uses of electricity and the applications were made by the students. Engagement can spring from two diametric conditions experience and dialogue (Bilica, 2007). construe has been used by Ms. Block through and through the classroom experiments she has administered. The students in the learning have been assigned the handicraft of carr ying out experiments using the materials they have been given and making precise observations about the circuits. Through dialogue, the students purposefully discuss the unit content with their experiences in relation. They write down the class notes and the discussion details. The students thus become the creators and users of noesis and not passively the recipients of it. Communication Ms. Block herself allowed the students to talk about their observations. This she does by first taking them through the step-by-step process of discussing with them the things she entrust look for during the learning session. She asks the students questions regarding what their thoughts about sharing and running(a) in groups. It is a process of question asking and letting the students give out their thoughts on the topic (Bilica, 2007). Ms. Block explains that she will be interested in the way the students will be sharing the materials she will give out. Additionally, she will be interested in ho w the students themselves will share with others the observations and ideas as the experiments continues. While giving out the instructions on how the discussions and experiments should be carried out, Ms. Block was standing in front of the class. The students communicated with each other by 1. Discussing with their undivided partners about the connection details and the observations. 2. Moving from their individual groups to other tables to check, ask and help others on their experiments. 3. expectant out their observations to the whole class as they answered the questions asked by the instructor later on when they had finished different phases of the experiment. Direct instruction Ms. Block directly instructed the students about what she looked for during the lesson. She explained-before she gave out the materials for the experiment-that the students will work in groups. The ambiance in the classroom The groups had different encounters and views during the experiments. This he lped to bring out seriousness and involvement in the learning surround (Barton & Haydn, 2006). Students could reveal their excitements when their connections were a success. Others, however, could be seen to be a bit nervous considering that they had difficulties completing their circuits. Ms. Block did her outflank by also engaging in the experiment process by checking on the groups that were not working out their connections properly. The classroom atmosphere was fun, and the students mood was jovial. We could finally say that the classroom