edTPA_SPE_Instruction_Commentary

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Liberty University *

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Mathematics

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Feb 20, 2024

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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. [In this clip it shows Lesson 1 which is a problem solving math lesson. The teacher had the students collectively come up with different ways to say, addition, subtraction, multiplication and division. The teacher used computers as a way to answer the test questions. ] 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. [ N/A ] b. If more than one learner appears in a clip, provide information to identify the focus learner (e.g., clothing, position in setting). [It seems like the target student is the child in the back row with dark hair. The student seems to have some supports such as a chair with wheels on it. The student is wearing a grey athletic jacket and is on the left side of the room.] 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. [ The teacher used the students first names. An example of that is in clip 4:06 when the teacher calls on a student to ask if she knew an answer to the question asked. The teacher respects her students by acknowledging each answer they give, even if it is wrong, in order to avoid embarrassment. This is seen in clip 5:57 when someone already gave the answer the student said, the teacher figured out a way to still write it on the board.] 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 students were allowed to answer questions without having to wait to be called on or raise their hand. This made the students feel comfortable shouting the answers out loud without having the correct answer. The teacher also uses computers during the lesson which means she knew that the students are comfortable with that type of technology. But if they were to have any trouble figuring out the assignment, she is there for assistance. In clip 8:19 a student felt comfortable enough to ask for help. ] 4. Engaging and Motivating the Focus Learner Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 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 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. [ The teacher did a good job with trying to keep her students engaged. The group instruction called for students to answer out loud. The students then were asked to take the task from group instruction and use it to help with an individual assignment as said in clip, 7:58. This is when the teacher can use the individual assignment to assess what the student comprehended from the group lesson. ] 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. [ The teacher had the students come up with different words for math symbols. The teacher did this to ensure that everyone had an equal opportunity to understand what the problem was asking. The teacher also allowed for students to write the answers down or look at the list on the board to use during the individual instruction. ] 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. [ The teacher did a decent job with initiating student engagement. In clip 4:06 the teacher calls on a student specifically to see if they had an answer. Rather than calling students out, she should wait for a response from another classmate in order to avoid embarrassment from that said student in case they did not have the answer. ] 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. [ In video 2, the teacher saw the focused students paper and knew that they had the correct answer. Since she saw this, she called on the focused student to answer the question out loud. The student then was able to confidentially answer since he had the correct answer. This helps can help with the students self esteem since he answered correctly in front of all of his classmates. ] b. Describe opportunities provided to the focus learner to apply feedback to improve performance related to the learning goal. [In video 2 the teacher encouraged the student to the teacher encouraged the focused student to walk to the board and write the answer on the board. This was a great way to encourage the student to participate more since he answered the question correctly. ] c. Describe how you moved the focus learner toward self-evaluation or self-correction to improve performance related to the learning goal. [In clip 10:42 the teacher provided the correct answers to the individual assignment. This allowed the focus student to make any changes to his current assignment and answer Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 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.

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