## Developing a Keen Eye

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## Video Analysis Lesson Task

## Explore this resource

### 1. Introduce

The * developing a keen eye* video library provides teachers and coaches with a rich set of resources to support the analysis of teaching with a goal of having productive and transformative discussions about ways to promote more ambitious teaching and learning in their mathematics classrooms. The introduction to each cycle includes background information about the lesson, the teacher, and the context for the classroom video recording.

### 2. Goal

Establishing clear and meaningful learning goals is an essential aspect of planning for effective mathematics instruction. Teachers need focused opportunities to articulate the intended math goals of their lessons as well as the key connections students need to make in order to achieve the intended learning goal. Math learning goals should be situated within a progression of coherent teaching that promotes and deepens student understanding over time.

### 3. Analyze

Research shows that analysis of teaching is one of the most effective levers for improving instruction and student achievement (Roth et al., 2019). The use of short classroom video clips and *keen eye* protocols focus teachers' attention on ways to promote students' engagement in mathematically productive practices and key moments when students' opportunities to make progress toward the intended learning goal occur during the lesson.

### 4. Reflect

Reflection is an essential part of improving planning and instructional practices. No lesson is perfect and whether teachers are new to teaching or have been teaching for many years, learning and growth results from an ongoing focus on teaching from a learning stance. The final elements the keen eye video analysis reflection cycle includes opportunities to delve deeper (optional prompts to explore) and hear final reflections from the teacher in the video.

#### BACKGROUND & CONTEXT

#### INTRODUCE

## Skip Counting by Fractions on the Number Line

## Students explore skip counting by fractions on a number line in order to make sense of multiplying a fraction by a whole number.

## In this video, the teacher/coach (Jennifer Davison) provides some background and context for the lesson in this video lesson study cycle.

## NARRATIVE & GOAL

## Skip Counting by Fractions on the Number Line

## Students explore skip counting by fractions on a number line in order to make sense of multiplying a fraction by a whole number. Students move from repeated addition and counting strategies to using equations involving fractions and whole numbers.

## In this* keen eye* video analysis cycle, students explore skip counting by fractions on a number line in order to understand multiplication of a whole number by a fraction. Students move from repeated addition and counting strategies to multiplication equations.

#### Classroom MATHEMATICS PracticES

#### ANALYZE

## Skip Counting by Fractions on the Number Line

## Video Analysis: Round One

## Prior to the first video analysis round, review the descriptors from page one of the *keen eye *template. Watch the clip with a focus on these elements of the instruction: classroom environment, teaching moves, and the nature of students' engagement in the mathematics.

Classroom Environment

Teacher

Student Engagement

Classroom Environment

**E1.** Collaborative structures support student-to-student interaction**E2.** Norms for engagement are in place (e.g., Rights of the Learner)**E3.** Evidence of safe learning environment (e.g., mistakes are used as sites for learning, students volunteer explanations)

Teacher

**T1. **Asks questions that elicit students thinking

**T2. **Encourages justification using words, symbols, and visual representations

**T3. **Engages students in listening to and building upon one another’s reasoning (e.g., wait time, restating, re-voicing, adding on, agree/disagree, and why)

**T4. **Promotes connections by focusing students’ attention on key mathematical ideas

Student Engagement

**S1. **Grapple with the mathematics and engage in conversations about key ideas

**S2. **Question one another’s thinking (engage in respectful debate)

**S3. **Justify, clarify, and elaborate on their thinking

**S4.** Discuss and compare approaches

**S5.** Engage in continuous refinement (and revision) of ideas and precision of language

## Students explore skip counting by fractions on a number line in order to make sense of multiplying a fraction by a whole number.

#### MATH Learning opportunities

#### ANALYZE

## Skip Counting by Fractions on the Number Line

## Video Analysis: Round Two

## Following round one, review the descriptors from page two of the *keen eye *template. Watch the clip a second time, now with a *sharper* focus on the mathematics and mathematical goal of the lesson. Identify key moments when students’ opportunities to achieve the learning goal occurred. Consider ways the learning opportunities could potentially be enhanced.

Mathematical Engagement

Mathematical Engagement

**M1.** Teacher elicits students’ ideas and incorporates them to promote key connections related to the identified learning goal.**M2.** Use of representations (student artifacts) promotes mathematical sense making and productive discourse.**M3.** Learning activities promote cognitively demanding mathematics practices by students.**M4.** Students have extended opportunities to describe their reasoning and what they grappled with as part of their exploration.**M5.** Small and whole group conversations are purposefully structured to help students clarify and refine their ideas and make productive progress towards the math learning goal.

## Students explore skip counting by fractions on a number line in order to make sense of multiplying a fraction by a whole number.

## EXTENDING OUR LEARNING

## Questions to Explore:

- How would you characterize the students' level of understanding of the mathematical building blocks of the lesson segment in the video?
- In what ways does the teacher promote productive struggle?
- What scaffolds were utilized to help the students grapple with the concept of equivalence?

#### REFLECTIONS FROM THE TEACHER

#### REFLECT

## Skip Counting by Fractions on the Number Line

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