EDUC 319- ed TPA Commentary at Liberty University PDF

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Ed tPA commentary for EDUC 319 at Liberty University. This is an assignment completed in week three of the course....

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Elementary Education Task 2: Instruction Commentary

ELE INSTRUCTION COMMENTARY Practice Task 2 Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions. These pages do not count toward your page total.

1. What lesson topic is shown in the video clip(s)? [ At 1 minute and 16 second the teacher stated the students will be completing a reading lesson on the word sequencing.] 2. Promoting a Positive Learning Environment Refer to scenes in the video clips where the teacher candidate provided a positive learning environment. a. How did s/he demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? [ On multiple occasions the teacher responded kindly and respectfully to student’s who were getting off task at 6 minutes 54 seconds and at 11 minutes 30 seconds she redirected students who were continuing to talk. At 10 minutes 50 seconds the teacher redirects a student kindly who was distracted from the provided worksheet. The teacher also demonstrated respect for her students throughout the entire video by allowing them to speak, not rushing them to finish what they were saying, and listening to them when they spoke. At 8 minutes 14 seconds the teacher also checks to ensure all students have completed the work thus far before moving on. When students answered the lesson questions incorrectly, teacher kindly and promptly reworded or redirected the student to the correct answer. The teacher’s rapport with the students seemed friendly enough. The teacher and students looked comfortable and communicated well throughout the lesson.] 3. Engaging Students in Learning Refer to examples from the video clips in your responses to the prompts. a. Explain how the instruction engaged students in developing an essential literacy strategy and related skills. [This lesson allowed room for plenty of student engagement. The teacher started out the lesson at 2 minutes 1 second, by telling the class a fictional story about a woman who went to the store to get groceries. She then at 3 minutes 58 seconds retold the story in an alternate way in which the main events were organized differently. This allowed students to understand the importance of sequencing and how it applies to the lesson. Students were able to actively participate in the lesson by answering open ended questions the teacher provided about the related skill. One example of this would be at 7 minutes 7 seconds when the teachers asked about the first event of the story. At 4 minutes 52 seconds the teacher passes out a sequencing worksheet for the students to complete throughout the story, this allowed students to gain a different perspective on the related skill.] b. Describe how the instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 6 pages maximum All rights reserved. V5_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Elementary Education Task 2: Instruction Commentary

[ One way this instruction was linked to students’ personal assets was at 2 minutes 1 second when the teacher told the story about grocery shopping. This is a task most if not all students can relate too and have experienced. This experience shared amongst the class also enabled the students to realize that the sequencing of events was incorrect at 4 minutes 7 seconds when the teacher retold the story.] 4. Deepening Student Learning during Instruction Refer to examples from the video clips in your explanations. a. Explain how the teacher candidate elicited and built on student responses to promote thinking and apply the essential literacy strategy using related skills to comprehend OR compose text. [The teacher in this video was able to elicit and build on student responses when teaching the lesson on the sequencing of events in a story by initially asking the class at 1 minute 17 seconds if anyone already knew what sequencing meant. Although no students responded correctly to her question, the teacher was able to provide them with the correct response to start off the lesson. At 7 minutes 6 seconds the teacher asks students to recall the first event of the story, initially the students did not respond correctly to the question, however, the teacher was able to build on those responses and guide the class to the correct answer. Being specific on what the teacher expected from the students answer, the students answered correctly at 9 minutes 45 seconds when they were asked about the second event of the story.] b. Explain how the teacher candidate modeled the essential literacy strategy AND supported students as they practiced or applied the strategy to comprehend OR compose text in a meaningful context. [ The teacher verbally guided students through the literacy strategy of sequencing. Through minute 2 and 55 seconds and minute 3 and 55 seconds the teacher is verbally guiding the students through the sequencing of her mad up story. Throughout this interaction she guided students to the correct order of sequencing by asking follow-up questions. She reiterated what the beginning and middle of the story were until the students responded with the correct ending to the story. This allowed students to practice sequencing before the class started reading “The Very Hungry Caterpillar”. By practicing this strategy beforehand, the students were better equipped to apply that knowledge through the class reading.] 5. Analyzing Teaching Refer to examples from the video clips in your responses to the prompts. a. What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)? Consider the variety of learners in your class who may require different strategies/support, such as students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. [This lesson will easily be adapted for other learners. In my classroom I will go over sequencing just as this teacher did with a made-up simple story with an obvious beginning, middle, and end. Following the class discussion on the topic I will split my students into groups to allow them to sequence the events of the book I am reading aloud as a group. This will allow my students to bounce ideas off each other for the sequencing worksheet. After each group has completed the worksheet, we will go over them as a class and discuss the incorrect and correct answers my students placed on their sequencing worksheet. Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 6 pages maximum All rights reserved. V5_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Elementary Education Task 2: Instruction Commentary

In a class of older students able to read on their own, I would place them into groups based on reading and comprehension levels I previously observed. Once they are in groups, they will be given a book appropriate for their reading level and a sequencing worksheet. The students who need a little more help will be given a book with a clear beginning, middle, and end to help hone their sequencing skills. For other students they will be given a story with a beginning, middle, and end that is not well defined and a sequencing worksheet to fill out. Each group will work together to answer the worksheet correctly. I will walk around and observe my students and answer questions as they arise] b. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles from theory and/or research. [ By allowing my students to work in groups it benefits their learning since they are covering material on a level I am confident they can handle. I will give extra help to the students or groups that need extra help and it will enable me to challenge those students who are up for the task. I will also monitor and evaluate which students are shying away from the work and which students are tackling the lesson at hand. From there I will individualize a learning plan that will help get all my students on the same level.]

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 6 pages maximum All rights reserved. V5_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement....