Analysis framework.
| Type | Criteria | Example |
|---|---|---|
| Higher-order thinking | Were the class goals clearly set, and did content explanations and learning activities to deepen students' knowledge appeared? | The groups conduct an experiment to find out the magnetic field generated around the straight wire. Students interpret the experimental results and discuss and present what regularities appear. |
| Depth of knowledge | Were contents that improve students' thinking skills such as generalization, interpretation, and prediction presented? | Teacher explains what force acts when an object falls. In addition, teacher has students compare how a force acts in a motion of varying speed versus a motion of constant speed. |
| Connectedness to the world beyond the classroom | Were the contents that increase students' understanding and interest presented through the connection of experiences related to the learning contents? | Teacher asks the students why they wear helmets when riding an electric kick board. Also teacher asks if they are ever caught the ball with a baseball glove. Teacher explains the amount of impact and asks what things can reduce the impact in real life. |
| Substantive conversation | Were teachers' questions and information provision suggested to induce various responses and opinions of students? | Students present their opinions on various safeguards and operating principles. Teacher asks what other students think about the presentation. It also asks about the pros and cons of ideas. |
| Social support for student achievement | Were learning activities suitable for the student's level and an acceptable class mood presented? | Teacher checks if all students can see the video before showing it. Teacher also provides a worksheet and guides students to understand the learning content using it. |