EDUC 632- ELE_Instruction_Commentary_Practice_Task_

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)? [The teacher announced at exactly 1 minute and 15 seconds that the students would be participating in a reading lesson centered around the idea of word sequencing and sequencing events. Then, at 4 minutes and 35 seconds, the teacher informed the students that they would be using the book "The Very Hungry Caterpillar" for their lesson.] 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? [ Throughout the video, the student teacher consistently demonstrated mutual respect, rapport, and responsiveness to students with diverse needs and backgrounds, while also challenging them to engage in learning. She skillfully redirected students who were veering off task at specific time marks: 6 minutes and 2 seconds (saying: “Boys”, 6 minutes and 53 (saying: “Let’s not talk out”) seconds, and 11 minutes and 30 seconds (Pointing at a male student and saying “can you help him write? He’s your partner, right?”). Additionally, at 13 minutes and 39 seconds, she gently refocused an off-topic student by saying let’s get back to our sequence of events. The teacher's respect for her students was evident throughout the entire video. She allowed them ample time to express themselves without rushing and actively listened to their thoughts. Moreover, at the 12-minute and 22-second mark through the 12 minute and 45second mark, she ensured that all students had completed their tasks before moving forward, displaying her commitment to inclusivity and equity. When students provided incorrect answers, the teacher responded with kindness and promptness. She often rephrased or redirected them towards the correct answer. Overall, the teacher's interactions with her students fostered a comfortable and effective communication dynamic, creating a friendly and supportive learning environment. ] 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. [ In this student teaching lesson on sequencing, the instruction effectively engages students in the development of essential literacy strategies and related skills. The teacher used a variety of techniques to promote student engagement., The lesson began at about the 2-minute mark with the teacher narrating a fictional story about a woman's grocery shopping trip. This story served as the foundation for understanding Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 5 | 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 sequencing. The student teacher utilized the turn and talk method at the 2 minute and 30 second mark, which provided students with the opportunity to discuss their findings with each other. This collaborative approach not only fostered active participation but also encouraged students to learn from one another, promoting a deeper understanding of the concept. At 3 minutes and 57 seconds, the teacher presented the same story but with a different arrangement of events, helping students comprehend the importance of sequencing and its relevance to the lesson. Furthermore, at 4 minutes and 42 seconds, the teacher provided the students with a sequencing worksheet to complete as they followed along with the story. This approach offered a different perspective on the skill being taught, allowing students to further enhance their engagement, and understanding. To actively involve the students, the teacher posed open-ended questions about the relevant skill. For example, at 7 minutes and 7 seconds, the teacher asked about the initial/first event in the story, encouraging students to think critically and engage in the lesson. Overall, the combination of storytelling, open-ended questions, the use of worksheets, and the turn and talk method effectively engaged students in the development of essential literacy strategies and related skills, making the lesson interactive and impactful.] b. Describe how the instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning. [The instruction in this lesson effectively links students' prior academic learning, personal, cultural, and community assets with new learning. At the 2-minute mark, the teacher introduced a familiar scenario of grocery shopping, which is an experience that the majority, if not all, of the students can relate to and have firsthand experience with. Many students have been in a situation where they noticed their favorite food was gone and went to the grocery store with their parents to restock. They have witnessed their parents paying for the food at the register. This shared experience within the class created a connection between the students' prior knowledge and the new concept of sequencing. The teacher also made the items that were purchased during the grocery shopping relatable to the students. The mention of common household foods, such as bread, milk, eggs, and especially ice cream, caught the students' attention. These familiar items further linked the students' personal experiences and cultural knowledge with the lesson. The mention of ice cream, in particular, likely sparked excitement and engagement among the students. Furthermore, the teacher's retelling of the story with an incorrect sequencing of events at 4 minutes and 8 seconds facilitated the students' recognition that something was amiss. This recognition was possible because the students were able to compare the incorrect sequence to their own personal experiences and knowledge of how events typically unfold during a grocery shopping trip. This connection between their prior experiences and the new learning helped the students grasp the significance of sequencing and its relevance to the lesson. Overall, by incorporating a familiar scenario and relatable items, and by prompting students to compare their own experiences to the incorrect sequence, the instruction effectively linked students' prior academic learning, personal, cultural, and community assets with the new concept of sequencing. ] Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 5 | 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 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. [ 1. Whole Class Instruction: a. Increase the use of visual aids: Incorporating visual aids such as graphic organizers or story maps can help students visualize the sequence of events in a story. This can be particularly helpful for struggling readers, English language learners, and students with IEPs or 504 plans who may benefit from additional support in understanding and organizing information. b. Provide more opportunities for practice: While the teacher candidate did provide practice opportunities through the pre-assessment and the fictional grocery shopping story, it may be beneficial to incorporate additional practice activities within the whole class instruction. This can help reinforce the concept and ensure that all students have a solid understanding of sequencing. 2. Differentiated Instruction for Students who Need Greater Support: a. Use scaffolding techniques: For students who may be struggling with sequencing, providing scaffolding techniques such as sentence starters or visual cues can help them organize their thoughts and understand the sequence of events more effectively. This can be particularly beneficial for struggling readers, English language learners, and students with IEPs or 504 plans. b. Offer small group or one-on-one instruction: Some students may require more individualized support in grasping the concept of sequencing. Providing small group or one-on-one instruction can allow for targeted interventions and personalized instruction to meet their specific needs. 3. Differentiated Instruction for Students who Need Greater Challenge: a. Provide extension activities: For students who have a strong grasp of sequencing and may need additional challenge, offering extension activities can help deepen their understanding and enhance their critical thinking skills. These activities can include analyzing the impact of different sequencing choices or creating their own stories with complex sequences. b. Encourage higher-order thinking: Engage gifted students in discussions that require higher- order thinking skills, such as analyzing the author's purpose in choosing a particular sequence of events or evaluating the impact of alternative sequencing choices on the story's outcome. ] 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. [ These changes are expected to improve student learning based on both evidence of student learning and principles from theory and research. 1. Increased use of visual aids: Visual aids have been shown to be effective in enhancing comprehension and understanding of complex concepts. According to Mayer's Cognitive Theory of Multimedia Learning, presenting information in both visual and verbal formats can enhance Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 4 of 5 | 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 learning by reducing cognitive load and facilitating the integration of information. Visual aids such as graphic organizers or story maps can help students organize and visualize the sequence of events in a story, making it easier for them to understand and remember the information. Research studies have shown that visual aids improve comprehension and retention of information. 2. More opportunities for practice: Practice is crucial for reinforcing learning and promoting mastery. By providing additional practice opportunities within the whole class instruction, students have more chances to apply and consolidate their understanding of sequencing events in a story. According to the principles of deliberate practice, repeated practice with feedback helps students develop expertise and improve their performance. Additionally, research has shown that spaced practice, which involves distributing practice sessions over time, leads to better retention and transfer of knowledge. 3. Scaffolding techniques: Scaffolding is a well-established instructional approach that provides temporary support to help students master a skill or concept. By using scaffolding techniques such as sentence starters or visual cues, students who struggle with sequencing can receive additional guidance and support to organize their thoughts and understand the sequence of events. The Zone of Proximal Development suggests that students can achieve higher levels of learning with the guidance and support of a knowledgeable other. Research has shown that scaffolding techniques are effective in promoting learning and improving student performance. 4. Small group or one-on-one instruction: Providing individualized support through small group or one-on-one instruction allows for targeted interventions tailored to students' specific needs. This personalized approach enables teachers to address students' misconceptions, provide immediate feedback, and offer additional explanations or examples as needed. According to the principles of differentiated instruction, adapting instruction to meet individual student needs can enhance engagement, motivation, and learning outcomes. Research has shown that individualized instruction positively impacts student achievement. 5. Extension activities and higher-order thinking: Offering extension activities and encouraging higher-order thinking can challenge and engage gifted students, promoting deeper understanding and critical thinking skills. According to Bloom's Taxonomy, engaging students in higher-order thinking tasks, such as analyzing, evaluating, and creating, promotes deeper levels of learning and enhances cognitive skills. Research has shown that providing opportunities for higher-order thinking leads to improved academic achievement and cognitive development. ] Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 5 of 5 | 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.