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Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan number.
[ Video Clip 1 is the beginning of Lesson 2. Video Clip 2 is the end of Lesson 2. ]
2.
Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
[ I demonstrate mutual respect for, rapport with, and responsiveness to students with varied
needs and backgrounds throughout each video clip. I also challenge students to engage in
learning. I show respect for students by calling them by their name when they raise their hand to
speak or when I am working with them independently. For example, at the very beginning of
Video Clip 1 at minute 0:01 I am calling on a student with their name, and this continues on
throughout the rest of this video clip, as well as in Video Clip 2 (which can also be exemplified at
the very start of the video clip at 0:00) when I walk around the room to work with the students in
their responsibilities graphic organizer. By calling the student by their name, I am promoting a
courteous and respectful learning environment. In Video Clip 2, as I am walking around the
room I am getting down to their level, instead of towering over them, while working on the
writing task. This is especially evident at minutes 1:17, 1:45, 3:20, 4:01 and 4:54 in Video Clip 2.
This demonstrates respect because I do not present myself standoffish or intimidating. Rather, I
am ensuring my students feel comfortable to voluntarily interact with me and share their
thoughts or ideas. This exemplifies good rapport with my students as well. My students do not
hesitate to share their work or their opinions and do so in a calm manner. This leads me to
believe that they feel respected and understand that their opinion truly matters to me as their
teacher.
I am seen chatting with my students about their work, making eye contact with each
student and showing interest in their learning. This is evident in the entirety of Video Clip 2
as I ensure that I am looking at the students when I am talking to them, and promoting an
encouraging environment for them to succeed by rewarding student comments and
questions with verbal praise, but also working with them to ensure their understanding of the
content. For example, while working with a student I exclaim that the work is completely
understood when I exclaim Perfect! at minutes 2:54 and 2:57. At minutes 3:46 and 3:51 I
tell two different students I like that! in regards to their unique and thoughtful writing. Each
came up with original answers and truly reflected on their personal experiences.
I am extremely sensitive to each individuals learning needs and work to incorporate
various learning strategies into my lessons to enable myself to reach all of the students with
varied needs and backgrounds, as well as diverse learners in the classroom. I demonstrate
mutual respect and good rapport when I come to class prepared with materials and visuals
designed with all students in mind, including those with disabilities. In Video Clip 1, I begin
with a read aloud and then move on to a SMARTBoard activity at 6:09. I use visuals from
the book and interactive graphics on the SMARTBoard, while also using myself to reach
auditory learners. At the beginning of this lesson (not shown) I had a song about
responsibilities playing.
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Elementary Education
Task 2: Instruction Commentary
I demonstrate responsiveness in each video clip. I welcome students opinions and ideas
into the flow of the activity. In Video Clip 1, I specifically ask the students at minute 1:22
Who do you think? when a character returns in the story. At minute 2:44 I ask What
happened? and at 3:15 I ask Why do you think its an elephant bird? I ask questions such
as this to engage the students and to share their ideas because I have created an
emotionally and intellectually safe classroom. In Video Clip 2, I also demonstrate
responsiveness by using the students real life experiences to connect school learning to
students lives. For example, when asking the students about something they are
responsible for, at 0:30 I say There is something that I can think of that you bring home and
to school every single day. All of the students in the class can relate to this as bringing their
take home folder to and from school is an essential component to our classroom. I made a
clear connection for them to use as an example in deciphering other responsibilities through
their own experiences.
I challenge my students to engage in learning throughout the video clips, and across the
entire learning segment. I utilize stimulating, engaging activities, such as using the
SMARTBoard to sort out the different responsibilities students and teachers have, in Video
Clip from minutes 6:09 to 10:38. ]
3.
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing an essential literacy
strategy and related skills.
[ The essential literacy strategy that is being addressed is to categorize ideas and information
by using graphic organizers. My instruction engaged students in developing this essential
literacy strategy by posing questions to elicit responses and using various supports for
reinforcement. Video Clip 1 begins in the middle of a read aloud where I frequently stop to
check for comprehension of what is going on in the text and its underlying meaning of
responsibility. For example, at 0:08 I asked, How did the bird let him get in trouble? and the
student said, they are bringing him to the zooso all of these people can laugh at him
(minutes 0:16-0:26). Also, I stopped reading when the egg began to hatch in the story. At 2:44 I
asked the students, What happened? Many hands came up and the student I called on said,
at minute 2:47, Its a baby elephant! Another example is at 3:15 when I asked, Why do you
think its an elephant bird? and the student responded by saying, Its because it haslegs like
a birdand a trunk like an elephant at minute 3:20. The students use this support to transfer
knowledge over into the interactive graphic organizer sorting activity on the SMARTBoard a few
minutes later, also shown in the video beginning at minute 6:09.
During this sorting activity, the students interact with the SMARTBoard in deciphering
whether each egg is a student responsibility or a teacher responsibility. I explain what each
nest represents (either a student responsibility or teacher responsibility) and then I
specifically state at 6:24, Each of these eggs is a different responsibility. We are going to
read them together and then Im going to need some help putting them in the right spots. I
am explaining the different parts of this interactive graphic organizer and how each nest is a
category in which the eggs need to properly be organized into. During this part of the video
clip, I am asking the students about where the chosen egg would be properly categorized,
especially at 6:45 (Whose responsibility is it to help the students learn?), 7:18 (So who
works with parents?), 7:25 (When the students are in school who communicates with the
parents?), 7:31 (where is the egg going to go? Whose responsibility?), 8:18 (who
follows the rules in the classroom?), 8:27 (Which side does it go? Student responsibility or
teacher?), and 10:05 (So during snack time, who cleans up after themselves?).
Elementary Education
Task 2: Instruction Commentary
Elementary Education
Task 2: Instruction Commentary
listen (minute 8:56) or to share (minute 8:57). It is evident that this student uses prior
experiences and learning to define the term.
In Video Clip 2, I ask the students at the beginning of the clip to think about what a
student is responsible for. I reflect on the previous interactive graphic organizer sorting
activity we completed as a class, and also incorporate their personal connection, especially
in bringing their take home folder to and from school, to do their own graphic organizer
worksheet. For example, at 0:17 I say, In school, a student is responsible for Hmm It
can be something different than our eggs. We talked about a few things. What are you
responsible for in school? One student responds by saying My work (at 0:29). Another
student states that they are responsible for their homework (at 0:37). A student also raises
their hand and mentions that they are responsible for their [take home] folder (at Lastly, a
student states at 0:48 that they are responsible for packing up their stuff at the end of the
day. I am welcoming students opinions and ideas that may be derived from personal,
cultural or community assets into the flow of the activity and new learning of how everyone
has a responsibility and can be categorized. ]
4.
Elementary Education
Task 2: Instruction Commentary
elicit ideas. For example, at 4:13, I ask What does the teacher do? Does she teach
something? Does she do something? The student reads the room and looks at the
SMARTBoard to look for ideas. The student comes up with an answer and immediately
begins writing. Another example is at 5:06 when I work with a student to figure out what a
teacher is responsible for. The student had previously indicated that she was having trouble
explaining her ideas. At 5:06 I ask the student, In school, a teacher is responsible for
[Student Name] and who else in the class? The student responds by saying, Myself.
Which I then continue to probe for answers by asking Who are you? You are a teacher? Or
a student? Through this questioning to elicit responses, I was also able to build on the
students responses to determine an answer. The student indicates that they are a student
and begin to formulate the rest of the sentence.
I promote thinking and apply the essential literacy strategy using related skills to
compose text. The students have to categorize examples of a student responsibility and a
teacher responsibility in Video Clip 1 from 6:09-10:38 and in the entirety of Video Clip 2. In
Video Clip 2, the students are reminded at 0:10 that they are using sentence starters to
categorize the responsibilities which indicates to the students that they are to complete the
telling sentence. The students, through previous lessons not indicated in this learning
segment, they have practiced writing telling sentences which means they must use proper
writing conventions, which are the related skills. While working with the students, I ensure
the students are using proper writing conventions by also checking for understanding. At
1:04 I state that it is a complete thought, then I ask what is needed at the end of the
sentence. The student responds correctly with the proper punctuation. This again occurs at
2:19. At 2:22, the students are reminded to use finger spaces in their writing, which is
another writing convention and related skill. ]
b. Explain how you modeled the essential literacy strategy AND supported students as
they practiced or applied the strategy to comprehend OR compose text in a meaningful
context.
[ I modeled the essential literacy strategy in both video clips. At 6:09 in Video Clip 1, I began the
interactive graphic organizer activity. At 6:24 I begin to explain how the graphic organizer is
categorized into two different categories (student responsibilities and teacher responsibilities).
The students see visually that there are two different nests that they are to categorize
responsibility eggs into. In Video Clip 2, I model the essential literacy strategy again when I hold
up the graphic organizer handout at 0:12 and point to the different categories and how they are
to complete the sentence starter for each category. I supported students as they practiced the
strategy to compose text in a meaningful context. In Video Clip 2, I work independently with
students to ensure comprehension and clarity. I am checking for understanding by asking the
students to read to me their writing and also to explain their ideas. For example, at 3:13 I begin
to work with a student who has many ideas of student responsibilities and teacher
responsibilities, and as clearly categorized them appropriately. At 3:20 the student explains their
thinking and why they categorized this particular responsibility for the specific role. The student
wront In school, a stufent is responsible for math and books. The student explains their answer
by saying, Because this person is reading the book about math. The student has a detailed
picture of a math lesson going on and they are using math books to complete the lesson. ]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of
the central focus (e.g., missed opportunities)?
Elementary Education
Task 2: Instruction Commentary
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.
[ I would make a few key changes to my instruction to better support student learning of the
central focus. For example, in Video Clip 2, I would have started the students off with a model of
the graphic organizer handout they were to complete with my own example. Although I did talk
about the handout, I did not fully elaborate on my ideas and put it on paper to provide the
students with a model and an example to work off of. This truly would have helped my students
with IEPs who require a vast amount of visual aids and cues. This would also have helped my
struggling readers to see what is expected of them and to practice reading the telling sentence. I
would have also given my high performing students a more detailed example to provide them
with more of a challenge. While I did explain how to start to do the graphic organizer activity, I
would have spent more time focusing on their understanding of the graphic organizer and how
they are to be categorized.
Another change I would have done regarding my instruction is in Video Clip 1. Before
jumping right into the interactive graphic organizer sorting activity, I would have given the
students other examples of sorting things into categorizes. For example, I would not have
done the first egg together. Rather, I would have liked to give them a general example like
categorizing the differences between two sports which would make more personal, cultural,
and community connections. ]
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.
[ I think these changes would drastically improve student learning. According to social learning
theorist Albert Bandura, modeling is an instructional strategy in which the teacher demonstrates
a new concept or approach to learning. Students learn by observing and the theory of modeling
is an instructional strategy that I believe is extremely important for students of this age group.
Bandura states that from observing others one forms an idea of how new behaviors are
performed. This means that if the students were to see how the graphic organizer worksheet (in
Video Clip 2) can be written using an example, the students would then be able to complete the
worksheet on their own and working with their own ideas because they know what is being
asked of them to do. I truly believe that that it is important for teachers to model what they are
asking the students to do, and this is something that would definitely improve student learning.
This directly relates to Video Clip 1 as well because I would have modeled the activity using
another example to sort things into categories because this would have enabled the students to
gain a better grasp on what is asked of them when they categorize. Bandura explains that
teachers can first model the task for students, and then the students begin the assigned task
and work through the task at their own pace. This allows for not only differentiation, but allows
for students to realize what is being asked of them and then completing what is asked of them. I
plan on using this strategy for future lessons as I believe it is imperative for students to see what
is being asked of them, not just being told. ]
Source: Bandura, A. (1977). Social Learning Theory. New York: General Press.