Videotaped Teaching Vignette and Instructional Analysis
Directions AND Grading Rubric
Videotaped Teaching Vignette and Instructional Analysis (80 points)
Perhaps the most powerful snapshot of teaching expertise is actual teaching performance.
Consequently, videotapes of actual teaching practice in varying situations and
circumstances are essential evidence for demonstrating the development of candidate’s
teaching expertise.
In this entry, you will submit a 15-minute clip in which you engage the whole class in
discussion or exploration of a topic/concept/theme or one in which you interact with a small
group of students who are working together exploring a topic/concept or theme. The
videotape will be supplemented with a written commentary which contextualizes and
situates the learning and analyzes the candidates’ instruction and impact on student
learning. A primary goal of this entry is to document effective use of learning theories
discussed in class and in the text. A sketch of the layout of the classroom, students, group
etc. will also accompany this entry. Other artifacts such as student work samples may also
accompany this entry.
Sketch the physical layout of the room as it appears in the videotape. Identify where particular
students are located in the room by using the same student identifiers that you refer to in your
written commentary and analysis
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Videotaped Teaching Vignette and Instructional Analysis
Directions AND Grading Rubric
Written commentary should include the following:
A) Instructional Context: What are the ages, grades of students featured in the
entry….title and subject matter of the class. How does what we see in the videotape fit
into the lesson as a whole (first 15 minutes, middle, etc)?
B) Planning: What are the learning goals, objectives of the lesson from which the
videotape is taken? How do these goals fit into goals for the unit or sequence? Into your
overall goals of the year? What learning theory (ies) are you using? Why these theories
and not some other? Connect the theories to concept learned. What motivational
strategies have you planned for?
C) Analysis of videotape: When citing the tape, use specific details (After girl in red
dress answered incorrectly, I ….) How were the goals achieved by using this/these
theories? Give specific evidence for this? How did the design and your execution of the
lesson, arrangement, movement, props, etc. help the goals be accomplished? What did
you do to engage all students? How & where are the theory (ies) used evident in the
video? What evidence is there that motivational strategies were used and that they were
effective or ineffective? What specific interactions in the videotape provide evidence that
learning has/has not occurred and that the theories were/were not effective?
D) Reflection: Identify critical moments/choices you made during instruction that impacted
the direction of the lesson. What do you regard as one of the significant successes of this
lesson? How did the learning theory or motivational strategy facilitate the learning? Why?
What would you do differently and why if you were to teach this lesson again. Explain your
rationale. Explain how what happened in the videotape will or has influenced your future
instruction for this class/these students.
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Videotaped Teaching Vignette and Instructional Analysis
Directions AND Grading Rubric
L1
(0-1)
L2
(2-3)
L3
(4-5)
L4
(6-7)
Comments
Context:
Accurate sketch of classroom provided. Complete
description of students, grade-level, and subject
matter being taught provided. Provides time
frame from the lesson from which the videotape
was taken.
Planning:
A. Learning goals and/or objectives of the lesson
provided and context within the unit or yearly
goals provided. Planned motivational strategies
identified.
B. Learning theories accurately identified and
rationale for using them provided. Learning
theory and teaching strategy selection connected
to concept and objectives.
Analysis:
A. Specific details given when referring to
action/activities in the tape.
B. Provides evidence of how goals were achieved
by using specific learning theories & motivational
strategies
C. Explains how lesson design, arrangement,
movement, props, etc results in goals/objectives
being accomplished
D. Explains actions/activities used to engage all
learners and their effectiveness.
E. Identifies evidence on the videotape that
provides evidence that the goals/objectives of the
lesson were met.
Reflection:
A. Identifies critical moments/ decision points in
the lesson and how actions impacted the direction
of the lesson & or student understanding.
B. Reflects on how the learning theory or
motivational strategy facilitated student learning
and why.
C. Explains what will be done differently next
time and how this lesson will influence future
instruction.
TOTAL
3
Videotaped Teaching Vignette and Instructional Analysis
Directions AND Grading Rubric
Rating
Level 1
Novice
Level 2
Emerging
Level 3
Advanced
Level 4
Expert
Description
The candidate’s performance offers little or no evidence of achieving the performance
expectation. Although there may be occasional points that vaguely suggest the candidate has
achieved the expected outcome, viewed as a whole the candidate’s performance provides little
or no evidence of performance expectations. Writing is descriptive in nature and provides no
rationale for or analysis of one’s teaching practices.
The candidate’s performance provides limited evidence that the performance expectation has
been met. Performance may occasionally hint at a higher level of practice but viewed as a
whole the candidate’s performance provides limited evidence of performance expectations.
Writing is primarily descriptive with limited rationale for or analysis of one’s teaching
practices. Practices may not be research based or best-practice.
The candidate’s performance provides clear evidence that the performance expectation has
been met. Performance may not be as detailed or rich as Level 4, but overall, there is clear
evidence that the candidate has achieved the performance expectations. Writing is descriptive,
analytic and reflective. Writing provides clear rationale, analysis and reflection on teaching
practices. Practices are research based and represent best practices.
The candidate’s performance provides clear, consistent, and convincing evidence that the
performance expectation has been met. Writing is rich in description, analysis and reflection
identifying areas of strength and providing suggestions for expansion or improvement in
teaching practices..
4