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FROM THE INSTRUCTION COMMENTARY

Instruction Commentary Directions: 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; both the prompts and your responses are included in the total page count
allowed. Pages exceeding the maximum will not be scored.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[The video submitted is from lesson one, on day two of this learning segment. In the video the
educator is teaching a lesson on 2 Dimensional shapes. The educator begins the lesson with a
review of triangles. The educator then begins to introduce a lesson about rectangles. Students
will learn that rectangles have four sides and four vertices. Day one student were taught about
triangles. The students were taught the attributes of a shapes. Learning that some two-
dimensional shapes have curves, straight lines, and vertices ]
2. Promoting a Positive Learning Environment
In response to the prompt, refer to scenes in the video clips where you provided a positive learning
environment.
 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?
[ Throughout this video segment I demonstrate good rapport, mutual respect, and responsiveness
to my students in many ways. My tone is warm, encouraging, humorous, and inviting. My
body language shows my students that I am intrigued by their responses. I smile and show
excitement as well as give positive responses to my students. Learning math as a kindergarten ca
be kind of difficult. Especially when introducing attributes of two-dimensional shapes. To create
an envirmorment that supportive I project a collabortive learning style by using whole group.
Students demonstrate thinking jobs by agreeing or dis agreeing with their peers answers. My
students and myself say positive chants to keep students excited and involved in their learning.
Using positive chants motivate the students to always try their best. It also demonstrates a since
of support from their peers. This also helps students to build respect for one another. As
students agree or disagree, they given an opportunity to demonstrate individualism and
understanding of what is being taught. Throughout the submitted video I respond with individual
and whole group positivity feedback. I respond by stating “way to go______”. My students
repeat positive feedback after me. This helps students feel a sense of pride , approval and support
from their classmates.]

3. Engaging Students in Learning


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
requisite skills.
[ In the submitted video, my instructions engage students in developing an understanding about two
dimensional shapes. In day one of the lesson, attributes of every two-dimensional shapes were
discussing whole group. An anchor chart was created as each shape’s attribute was discussed. The
anchor chart services as a visual aid that all students can refer to as need during this entire unit. I ask
students prompting questions throughout the entire video. The questions being as push the students
reply on knowledge, they have already processed about two dimensional shapes. This gives me the
opportunity to asses my students comprehension of our class objective. An example of this in the
submitted video is when I ask my students “ What is an example of a 2-D shape?” and “what do we
know about this 2-D shape?”. By asking these questions I enable students to active their prior
knowledge about shapes and what a shape consist of as a model during guided practice. During this
time, I ask the students to identify rectangles. To ensure students are able to master identifying
rectangles, students must understand what attributes creates a rectangle. Therefore, by model and
asking probing questions will deepen students understanding of rectangles as well as other two-
dimensional shapes. Later in the lesson students will be introduce to three dimensional shapes and
will be encouraged to use prior information about two dimensional shapes. In lesson two, I will model
how to identify three dimensional shapes with classroom objects and a short video will be shown
introduce solid shapes (three dimensional). The video that is used with in this segment will be from
Brain Pop JR. An anchor chart on solid shapes will be created as a visual aid for students.]
b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and
community assets with new learning.
[ I created and posted an anchor of two-dimensional shapes and three thinking steps on how to
identify the shapes. Both of these charts are located at the end of the projector screen so that
students are able to have eye level contact with each anchor chart. This lesson began with whole
group review on examples of two-dimensional shapes and encourage students to name attributes
of a certain shape (a triangle). I drew from the students personal and culturally assets by using
flat shapes students have been exposed to during pre-kindergarten studies. By choosing a topic
all students are familiar with I have created a learning environment that is energetic, engaging,
collaborative and supportive. As stated in 3a instructions are given during modeled practice with
probing questions in a whole group setting where the learners are identified rectangle. Following
this, students are given the opportunity to use new knowledge about rectangle attributes to draw
and identify the two-dimensional shape.]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
a. Explain how you elicited and built on student responses to promote thinking and apply the literacy
strategy using requisite skills to comprehend or compose text.
[ As I modeled how to identify attributes of shapes in the submitted video, I relied on probing
questions to elicit response from students and guide the pace of the lesson. Throughout the
video I constantly ask questions that activate students to prior knowledge from day one lesson on
triangles. An example is “ What’s an example of a 2D shape? (:36). This a convergent question,
which requires students to use information they already posses about forms of two-dimensional
shapes. Other question that are asked during the submitted video are divergent which push
students to analyze the information being taught and guide them through the modeled practice
activity. Some examples are:
 What are three things did we learn about 2D? (
 How many corners/ vertices does ____ have ? How do you know ?
 Does this shape have any curves? How do you know ?
 How many sides does it have ? How do you know?
The questions listed above from the submitted video allow the students to use what prior knowledge
that have gained about shapes to answer. Students are able to analyze, and process given
information about two dimensional shapes without relying on the educator to prompt them.
b. Explain how you modeled the literacy strategy and supported students as they practiced and
applied the literacy strategy in a meaning-based context.
[ Direct instructions are provided throughout the submitted video and I ensure that students have
a true understanding of the objectives being taught during the lesson and how to achieve mastery
of the learning objective. In this video, I model how to identify, draw, create two dimensional
based of their attributes. I support students with the various anchor charts mention in 3b and
through questioning, which helps the students during their independent practice of identifying,
drawing, and creating two-dimensional shapes on their own (rectangles). Students also receive
support through collaborative learning during whole group practice. Students will be able to build
on to their peer’s answers and work together to achieve correct answers. When students partake
in collaborative learning students are given the opportunity to learn from one another as well as
reflect on their own thinking style. I will utilize probing question to guide students through whole
group and independent practice work. I will ask a student “What shape is this? How do we know
that this is a ____?’’. I am instructing students verbally as well as visually leading students to
identify the shape being discussed. Collectively, I guide the students through a whole group task
of identifying rectangles. Once the task is completed, I demonstrated how to create rectangles
using geoboards. Students then receive thorough instructions needed to master task
independently during guided practice. Students will use their obtain knowledge to identify
rectangles based off attributes, draw a rectangle and create a rectangle on a geoboard with
rubber bands.

5. Analyzing Teaching
Refer to examples from the video clips 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, English language learners, struggling readers, underperforming students or
those with gaps in academic knowledge, and/or gifted students).
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.