edTPA_SPE_Instruction_Commentary

Special Education Task 2: Instruction Commentary TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below ( no more than 8 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; a transcript of inaudible comments or unclear sign language communication in the video; or translations of words and/or phrases in a language other than English or sign language that appear in the video. These pages do not count toward your page total. 1. Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clip(s) and the reasons for those changes. [ The lesson that is being shown in these clips are one of being direct instruction to her students, and if the students ask questions, then they are able to ask them. In the first video, it is more so of just direct teaching, and in the second video, it is a lot more of showing the independent work and the teacher going around to each student making sure that they are doing the assignment correctly. Also in the instruction, she has students come up one by one and do stuff on the board to engage the class, as well… Video 2: @ 1:00 minute. ] 2. If applicable, provide any additional information (beyond that provided in Planning Task 1) needed to understand the learning environment or interactions seen in each clip. a. Identify the district, school, cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that affect your instructional delivery related to the learning goal described in Planning Task 1. [The goal is to be given 10 questions on the students chrome books and that each of the students will be able to read 10 word problems and be able to answer them correctly at least 7/10 times correctly, by the end of the lesson.] b. If more than one learner appears in a clip, provide information to identify the focus learner (e.g., clothing, position in setting). [ There are 6 students in the classroom, and closest to the camera is a young man in a grey zip up hoodie, in front of him, is a dark haired girl wearing a jean jacket and black pants, beside her is a young man that has one a white t-shirt and shorts, across the class on the other side by the door, is a young man that has a grey hoodie on and the hoodie is up as well. Behind him, is a young woman that has a zip up hoodie that is maroon, with a grey t-shirt underneath, and behind her is another young woman that has on a black t-shirt and jean capris.] 3. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provided a positive learning environment. a. Describe how you demonstrated respect for and rapport with all learners. [ In Video number 1 at 4:24, one of the students gives an answer, and the teacher responds with, “Yes, that’s awesome!” That is a great way to support your class by encouraging them like that. Whenever one of the students had a question, just like a time 8:27 in the first video, the teacher went over to him and gave him her undivided attention to not throw the other students off. After the teacher checks on that one student that had a question, she goes around to each of the students to make sure they are doing the assignment correctly or to see if they need help.] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 8 pages maximum All rights reserved. V08 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.

Special Education Task 2: Instruction Commentary b. Describe how you provided a positive learning environment that both supported and challenged your focus learner in relation to the learning goal, moving the focus learner toward self-determination. [ The teacher demonstrated a positive learning environment and a challenging one because at time 12:16 in the first video, the teacher calls on a student that doesn’t necessarily know the answer, but she doesn’t just move on because he doesn’t know, she stands there and talks it out with him until he ends up getting the answer correct or understands what she is asking. Then, she gives them more independent work to see if they understood it more from when she explained it the second time.] 4. Engaging and Motivating the Focus Learner Refer to examples from the clip(s) in your explanations. For group instruction, you may refer to interactions with other learners as examples of collective strategies accessible to the focus learner. a. Explain how your strategies engaged and motivated the focus learner to develop and apply the knowledge and skills related to the learning goal. [ In the second video at 1:00 exactly, the teacher starts to have each of the students or the ones that volunteer, come up to the board and do problems so that she can see if the student actually knows how to do the problem, or if they are struggling, so that she can help them. The teacher explains thoroughly what the student is supposed to do at the board, and continues to guide them through the problems. After each student had gone, as well, at 2:32 in video 2, she asked all the students if they understood.] b. Describe how your instruction linked the focus learner’s prior learning and personal, family, cultural, and/or community assets with new learning related to the learning goal. [ In the second video, the demonstration that the teacher is using is that of telling the students and showing the students of what words make the word problem, subtraction, multiplication, addition, and division. In order to continue the understanding, that is when the students come up one by one and demonstrate to her that they understand that concept. After the one on one at the board, the students went back to their desks to continue their independent work.] c. Describe the strategies you used to move the focus learner toward independently initiating and/or maintaining active engagement in learning tasks related to the learning goal. [ In the second video at around 2:48, after the teacher has students come up to the board and do some examples, she gives them independent things to do on their chrome books to see if they are able to reach their academic goal. By having the students turn towards their laptops, it actually engaged the students more because they are not just sitting there and doing nothing, it actually is teaching the students what the teacher wants them to know.] 5. Deepening Learning Refer to examples from the clip(s) in your explanations. For instruction in a group, you may refer to interactions with other learners that informed application of learning by the focus learner. a. Explain how you elicited and responded to the focus learner’s performance to promote application of learning related to the learning goal. [ At 11:43 of the first video, the teacher calls on Michael the student and asks him to give her an equation, just any equation and he gives a very simple equation to show that he is understanding the process. The equation that is given, is 2+2=4, and she tells him that it is an equation and that is a good one. Then she turns her attention to another student so that they Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 4 | 8 pages maximum All rights reserved. V08 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.

Special Education Task 2: Instruction Commentary participation between everyone in the class because that is also another way that the students can stay engaged. It is a lot more fun, and students remember it better whenever they are having fun while doing it.] b. Why do you think these changes would improve the learning of the focus learner in relation to the learning goal? Support your explanation with evidence of the focus learner’s performance related to the learning goal, as seen in the clip(s), and principles from theory and/or research. [ I think that these changes would improve the learning of the focus learner because they would actually be excited to learn these things and not be dreading them. Getting more involved in each of the students would also be a really big thing as well. Even when the teacher would say, “Yes, that’s awesome!” in video 1 at 4:34, I feel like it should be just a little bit more enthusiastic. That could also just be me working with younger special needs children also. Though, in those videos, the teacher is being very relative to the goal and showing them what to do.] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 8 pages maximum All rights reserved. V08 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.