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Providing clear concise communication - "I want you to listen very carefully as I am in my model."
Teacher models performance expectations - Is there something that stands out to me here?"
Use visuals to establish purpose of lesson and include internal summaries - "One of the papers should match the picture that I have on the board." "What did you hear me doing?"

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Concise communication:
" I especially want you to listen for: do I ask myself questions."
Teacher models performance expectations:
"I want you to do everything that I do, so if I underline something, you underline it. If I ask a question and you see it on those thinking questions I want you to put a checkmark."
Include internal summaries:
"Did I come to a solid meaning on how that connects to my life? ... I need to make a personal connection to my life."

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It is refreshing to see the "step out" technique done with children and in an everyday classroom. All this time I thought you all were doing that because we're learning to teach. Especially for PIC this technique can be very beneficial because it allows us to further model a think aloud for our children like how she stepped out and connected the AR goal to the cart.

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The video provides an excellent example of the "I do" portion of the gradual release model as well as excellence in presenting instructional content. I love the way you could tell that the teacher uses this same framework often with her students and she was able to step in and out of the model to share important information with the students.

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Teacher communication: There are certain things I want you to be listening for, I especially want you to listen for do I ask myself certain questions”
Performance Expectations: “ I want you to do everything that I do. You are listening”
Use of visuals: “You are going to follow along with me as I go throughout my model…One of the Pages should match what I have on the board.”

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Just like the teacher in the video I ask my students a lot of questions like "what did I have to do before I broke it down?" when I teach. I also try to set expectations especially when I am working on the model because a lot of the times, students want to answer as I model.

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My biggest takeaway is remembering to step out. Sometimes I forget to stop and allow my students to process what was just talked about. I think stepping out allows them not only to think of what just happened, but it works as a mini mental break where they get to talk about it and not just listen.

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What I learned from this video is that it is very important to be clear with your students. Having clear and concise directions can save so much time in a lesson. I also like that she had everything ready to go for them. She didn't spend time trying to cut paper and hand them out.
Concise Communication: T: So if your group leaders will take your blue papers out of the box please. Pass them to each member of your group.
Teacher model: T: I want you to watch very closely as I walk through my model.

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The part I connected with the most in this video was the way she gave them every step. I find myself just doing things when Im teaching and not giving the why just the how. It is important to let the students know what is going to be done and why.

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Clear and concise communication:
I want you to listen very carefully while Im in my model, There certain things I want you to be listening for . I want you to be listening for do I ask my self some questions and you might find that those are found on the thinking questions sheet"
Model Expectations  "I want you to do everything that I do, if i underline something, you underline it"
Visuals: She had what she was doing being projected on the board so student can follow along and see and visualized exactly what she was doing.

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I can make a connection to the video by seeing the importance of modeling all parts of the assignment expectations. Through experience and making connections to what the teacher did in her lesson, I can see how easy it would be for students to be unsure of how to proceed if she only told them what to do.

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Clear and concise communication: "So if I don't understand it I need to make a connection to my life"
Model Expectations: "When I think about sequencing events I think about putting things in order"
Visuals: "So taking the funny picture of the horse and the cart but thinking  about it in real life and what the connection"

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The connection I had to the video was the emphasis the teacher put in making her students evaluate their answers and how they can bring the lesson to life by making connections. Connections are very important to understanding and as the teacher thought aloud while modeling, she showed her connection which led to a student at the end to evaluate her thoughts to lead her to say that prior knowledge is needed because it helps her see that the cart does not go before the horse.

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The connection I had with the video was that the teacher but a large emphasis on her modeling. In her model she focuses on making sure that the students are set clear steps that they can follow during the model. This is important because as teachers it is important that teachers make it clear the steps they need to take to be successful in the lesson.