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The teacher in the first video is using prior knowledge to engage her students. The objective is written on the board for all students to see. She is informally testing students and explaining the importance of objective. She is modeling exactly how she wants students to complete the problem. She is could calling students when questioning and then summarizes the lesson. She implements teacher guided practice allowing students to work with partners with feedback. Students are then required to complete independent work. In the second video she os relating the material to the previous lesson. She explains the importance of the lesson.

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I want to relate the material to previous lesson when starting lessons. I want to model the material in a variety of ways.

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The teacher explained what the students would be learning and why (you're not always going to have counters on you and you're not going to climb a flagpole).  In the first video I noticed that the teacher stopped herself after drawing the second set of dots noting that it was not a very good picture.  She said if she is going to use a picture, it needs to be clear.  There the teacher was modeling her thinking and simultaneously showing a non-example. appropriate corrections.  The teacher asked for help to work the problems and then corrected her drawing.  The teacher was skilled in asking students for help to solve the problems and summarizing their responses.  

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The teacher explained what the students would be learning and why (you're not always going to have counters on you and you're not going to climb a flagpole).  In the first video I noticed that the teacher stopped herself after drawing the second set of dots noting that it was not a very good picture.  She said if she is going to use a picture, it needs to be clear.  There the teacher was modeling her thinking and simultaneously showing a non-example. appropriate corrections.  The teacher asked for help to work the problems and then corrected her drawing.  The teacher was skilled in asking students for help to solve the problems and summarizing their responses.  

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I want to be sure to show non-examples and give a lot of opportunity for student help.

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I want to be sure to show non-examples and give a lot of opportunity for student help.

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I want to start recalling more previous knowledge from previous lessons when starting something new.

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The teacher started off by stating the objective and recalling previous knowledge. When she moved on to modelling she skipped the step where she models without any help from the students and started to ask the students questions. She then talked through her thoughts out loud about the way the dots she drew looked.

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The teacher in the first video had the objective written, explained it, and explained why it is important. She reviewed the previous strategies to do addition with the ten frames and counters. I like how she didn't just verbalize this but also had physical visuals to support learners. She checked for student understanding / attention by calling on students to recall what she was saying. During the "I Do", she modeled examples and non-examples of how to use the drawing strategy for addition (e.g. dots squished together vs. clearly grouped). After modeling counting, she would call on students to help re-iterate the answer / check for engagement. She did teacher guided practice in small groups, and then she had students complete independent practice. It stated (thought did not show) that she checked for understanding while monitoring students for group and independent practice.

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For recalling previous knowledge, I want to use physical examples (e.g. how she showed the counters and 10 frames) rather than just verbally explain what we had done. I think this will be highly beneficial to helping students recall prior learning.

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The 2nd video the teacher had the objective written. She was clear on what they were going to learn. The teacher did well but maybe do another problem that was more of a "we do" before the students worked with their partners or worked alone.

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The 2nd video the teacher had the objective written. She was clear on what they were going to learn. The teacher did well but maybe do another problem that was more of a "we do" before the students worked with their partners or worked alone.

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I would want to slow down my lesson to make sure students could give more feedback when completing the "we do" part.

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I would want to slow down my lesson to make sure students could give more feedback when completing the "we do" part.

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The teacher in the first video had the objective clear for the students to see. She was able to give them an auditory and visual of the objective so the students understood what their goal was. Also, she explains the importance of the lesson and connects it to previous lessons that the students learned. She showed students different types of examples as well in the lesson. Throughout the lesson the teacher was checking for understanding with her students. .

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I would want to make sure that I am referencing the objective in every lesson and slow down. I tend to focus on the overall objective but forget about the daily objective for my lessons. 

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I would want to make sure that I am referencing the objective in every lesson and slow down. I tend to focus on the overall objective but forget about the daily objective for my lessons. 