Mary Beth Lynn

TIE535 Instructional Design AUSL Fall 2012 TPA Task 2: Instruction Commentary for Mary Beth Lynn Write a commentary of 2-4 single-spaced pages (including prompts) that address the following prompts. 1. In the instruction seen in the clip(s), describe strategies you used to engage students in learning tasks to develop skills and strategies to comprehend or compose text. In the instruction seen in the video clips (Compare & Contrast lesson and Electoral College lesson), I used a variety of strategies to engage my students in the learning process, including direct instruction, whole group instruction, and class discussion, in addition to the use of anchor charts and technology (Elmo & video clips). Both lessons were planned using the I Do, We Do, You Do format, and similarly, both classes followed the same structured format of beginning with a Do Now and ending with an Exit Ticket (not shown). When I started the compare and contrast lesson, I had the students repeat the objective aloud, which woke them up and engaged them in the lesson. I also utilized an anchor chart while teaching the process of comparing and contrasting texts, and then I modeled exactly how the students should compare and contrasts texts. Although the process of modeling was tailored more to my struggling students, I thought it was a beneficial process for all students (especially visual learners), because it allowed me to show and not just tell the students what I expected of them. To assist my struggling students, I also utilized repetition when teaching the lesson on The Electoral College. As seen in the clips, I restated the term Electoral College many times, because it was a new concept for many of them.. Utilizing the above strategies, I was able to provide all of my students (whether visual, auditory, kinesthetic, gifted, or struggling learners) with the tools needed to learn the concepts. For example, while I modeled how to compare and contrast texts, the students were required to copy my work. Similarly, when I showed the Electoral College video clip, students were supposed to take notes regarding what they saw and heard, thus activating multiple learning sources. Overall, the teaching strategies used required students to listen, follow along, and participate in learning, thus pushing them to engage in various mental and social processes. They were introduced to new words, concepts, and experiences, which hopefully broadened their perspectives.

Mary Beth Lynn

2. Cite examples of language supports seen in the clip(s) to help your students understand that content and/or participate in literacy discourse central to the lesson. When instructing, I have found that it is crucial to be explicit in my lessons and clarify everything multiple times. In other words, even if I think my students know it, I need to TEACH it, and teach it again. For example, when facilitating the lesson on comparing and contrasting, I utilized the anchor chart to note important definitions and details about the theory. To help my students understand how to compare and contrast, I gave examples of other words to look for in texts, such as similarly and although. Additionally, while teaching the lesson on the Electoral College, I not only read the handout aloud, but I stopped while reading to clarify concepts and terms. For example, I stopped midsentence during the lesson to clarify the term ballot. Utilizing the strategies above, I ensured that all students comprehended and/or learned new terms and concepts. 3. Describe strategies for eliciting student thinking and how your ongoing responses further their learning. Cite examples from the clip(s). One strategy utilized to elicit student thinking was the Do Now at the beginning of each lesson. The Do Now typically prefaced the lesson and required students to draw on prior knowledge in order to answer the question posed. For example, the compare and contrast Do Now was as follows: What is one technique you have learned that helps you when comparing and contrasting texts? There was not a right or wrong answer for the question; it rather encouraged students to think about times when they had compared and contrasted before and then explain the process used. Another strategy used for eliciting student thinking during the Electoral College lesson was the You Do, when they were asked to apply everything they learned to decide whether or not they agreed or disagreed with the Electoral College (not shown in video). 4. Reflection In looking back at the video clips, I think my students learned both the concept of comparing and contrasting texts and the function of the Electoral College. My students actively participated in learning, such as answering questions and volunteering information, and although they looked extremely bored, their exit slips proved that learning occurred. Additionally, when I checked for understanding, the students gave correct answers, which ultimately displayed proof of learning. For example, when I asked students about words that signaled a comparison, one student said as well as and another student said or, which were both correct answers.

Mary Beth Lynn

Overall, I felt the lessons were successful in that I provided rigorous, rich materials and scaffolding, circulated during learning activities in order to keep students on task, and created lessons that motivated all types of learners. Missed opportunities included moving and/or engaging the student who slept during the compare and contrast lesson (which is a frequent problem), as well as showing an excerpt of the Electoral College video versus the entire video and providing guided notes for the students to use while watching. Although I thought the students would like to watch a video, it was not as engaging as I hoped it would be. If I could do it over, I would create more student-centered learning activities in order to put the learning on the students. As my mentor says, I work too hard at teaching the lessons; I should be the facilitator of the learning and let the students do the work. Additionally, I would have timed each portion of the lesson so the pacing was quicker. I think that would have better retained the students focus and kept everything progressing nicely. Although it was not my best teaching, I am proud that the students learned, and I know they learned because of the work they produced after-the-fact. In the future, I will focus on planning student-centered learning activities and work with small groups in order to ensure all students get the attention they need to be successful in school.