Watching the Video

Before You Watch
Respond to the following questions:

• Why is it important to understand the relationship between politics, geography, and resources when studying different regions?
• What can be learned by comparing the resources of different countries?
• What steps do you take to prepare students for small-group work and to ensure their full participation and success?
• What are your criteria for measuring success on a group project?

Watch the Video
As you watch "Migration From Latin America," take notes on Ms. Weir's instructional strategies, particularly how she uses complex instruction. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

Reflecting on the Video
Review your notes, then respond to the following questions:

• What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson?
• Think about the different parts of the lesson. What do you think was the purpose of each part?
• What do you notice about how Ms. Weir works with the groups as they examine the reasons why people migrate?
• How is this class different from yours? How might you teach your students about the reasons for migration? Why would you use those strategies?

Looking Closer
Let's take a second look at Ms. Weir's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

Students are introduced to the six Latin American countries they will study. Each group is assigned a country and begins to explore why people in that country migrate, using the resource packets Ms. Weir distributes.

• What are some of the ways that complex instruction supports student learning?
• What kind of teacher and student preparation are needed in order for structured group work to be successful?
• What do you notice about the resources students are using? How do these resources influence what the students are learning?

Students have completed the first round of research, including discussion and product creation. One group presents a tap-tap bus to demonstrate why people from Haiti have migrated to America.

• As you watch students present their work, what evidence of student learning do you see in the group's product?
• What evidence of student learning do you see as the group answers Ms. Weir's questions?
• How is complex instruction reflected in the group's presentation? How might it impact student learning as the group proceeds to the next step in the lesson?
• What role does this teaching strategy play in helping Ms. Weir achieve her instructional and content goals for this unit?