Edtpa Instruction commentary

Edtpa Instruction Commentary
Instruction commentary across disciplines have a few things in common, such as asking about classroom environment, engagement, prior knowledge, analysis of teaching, and future changes. Most of the answers to commentary questions require citation of video clip evidence. A few general considerations for writing quality instruction commentary include1) Addressing all parts of the question
2) Referencing video evidence, i.e. including clip number and time stamps
3) Elaborating on evidence shown in video clips
4) Maximizing page countWhich lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan number.Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning environment.a.Describe how you provided a positive, low-risk emotionally and physically safe environment.b.Explain how rules, routines, and transitions maximized students’ engagement in the lesson.Refer to examples from the video clip(s) in your response to the prompt.a.Explain how you actively engaged students in learning tasks aligned with the objectives of the lesson in the psychomotor domain and at least one other learning domain (cognitive, affective).h.Refer to examples from the video clip(s) in your explanations.a.Explain how you actively monitored students’ actions during the learning task(s) and asked questions or provided corrective feedback to improve student competencies.b.Explain how you used instructional cues/prompts, explorations/demonstrations, and/or student analysis of their own and/or others’ psychomotor skills to develop student competencies in the psychomotor and at least one other learning domain (cognitive, affective).Refer to examples from the video clip(s) 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)?

TASK 2: INSTRUCTION COMMENTARY

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.   Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan number.

[  ] Low Impact Cardiovascular Endurance (15 Minutes Day 2)

2.   Promoting a Positive Learning Environment

Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning environment.

a.   Describe how you provided a positive, low-risk emotionally and physically safe environment.

[  ]   In my cognitive domain I discuss to the students about when turning on the camera to make sure that we all respect one another. Second throughout the workout I gave a lot of word of encouragement for the students. I felt encouraging the students will make them feel motivated but also safe.

b.   Explain how rules, routines, and transitions maximized students’ engagement in the lesson.

[  ] I started off class with the question of the day (What’s your favorite T.V show of all time?) this got the students engaging with me but also one another in the chat. Then I showed the students some funny P.E tik tok video, it was a great way for them to watch but also loosen up before the workout. Then during the workout, I asked the students to turn on their camera and reminding again to respect one another. From there the word of encouragement I gave them, and the music got them all participating. In the exit slip students felt the music and me pushing them made them feel motivated to finish the workout. At the end of the lesson I had a class poll (From 1-10 how awake are you after the workout 1 – still tired 10 – wide awake). Lastly, I had the students do an exit slip, this is a way for them to tell what like and do not like, but also any questions or concern they would have.

3.   Engaging Students in Learning

Refer to examples from the video clip(s) in your response to the prompt.

a.   Explain how you actively engaged students in learning tasks aligned with the objectives of the lesson in the psychomotor domain and at least one other learning domain (cognitive, affective).

[  ] I kept going back and forth to check up on the students, telling them that they are doing a great job and to keep it up. One this shows that I am actively participating with them but also, they know I am there to support them.

In the cognitive domain I had them write down in their exit slip on why cardiovascular endurance is good for your health. One it’s a way for them engage in the learning objective, but also a way for them to learn more about why cardiovascular endurance is good for their health.

4.   Strengthening Student Competencies

Refer to examples from the video clip(s) in your explanations.

a.   Explain how you actively monitored students’ actions during the learning task(s) and asked questions or provided corrective feedback to improve student competencies.

[  ] Exit Slip. I would read every question they would have but also, I would check for understanding of the material. I would try my best to answer all the student’s question and put it in their google classroom.

b.   Explain how you used instructional cues/prompts, explorations/demonstrations, and/or student analysis of their own and/or others’ psychomotor skills to develop student competencies in the psychomotor and at least one other learning domain (cognitive, affective).

[  ] Before the workout started I would demonstrate new skills for the students. This is a way for them to better visualize the movement but also the cues I am giving. From there the workout would have video and myself demonstrating the movement.

5.   Analyzing Teaching

Refer to examples from the video clip(s) 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 (e.g., students with IEPs or 504 plans, English language learners, students with higher/lower proficiency levels, underperforming students or those with gaps in content knowledge, or students needing greater support or challenge).

[  ]

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.

[  ]

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