Elementary Mathematics for Washington

Instruction Commentary
Instruction Commentary Directions: Respond to the prompts below (no more than 7 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. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. hich lesson or lessons are shown in the video clips! "dentify the lesson(s) by lesson plan
number.
[#ideo $lip % shows a scene from lesson %& where students are learning to understand a
fraction as part of a whole. 'he learning target in lesson one was& understand a fraction as the
(uantity formed by one part when a whole is divided into e(ual parts. "n this clip students will
demonstrate their understanding of the learning target by presenting their fraction flags. "n #ideo
$lip )& it shows a scene from lesson ) where students are learning to understand fractions as
parts of a set. 'he specific learning target in this lesson was& understand a fraction as the
(uantity formed by one part when a whole is divided into e(ual parts.]
2. Promoting a Positive Learning Environment
a. "n your response to the prompt& refer to scenes in the video clips where you provided a
positive learning environment.
*In video clip 1, I provided a positive learning environment b encouraging students
to participate in discussing their group!s designed "lag in "ractional terms. #o chec$
student understanding I as$ed the observing students to ans%er &uestions about the
presenting groups "raction "lag. 'or e(ample, in the "irst group!s presentation, sho%n in
clip 1, I as$ the %hole-class to tell me %hat "raction o" their groups "lag is blac$, and %hat
"raction o" it %as purple. )**+,, - **+.,/. #hroughout the other presentation sho%n in this
clip I continue to as$ the observing students &uestions about the presenting groups
"raction "lag. #his sho%ed students that I encouraged classroom involvement, and cared
about their individual understanding o" the lesson.
In video clip 2, I provide an e(ample o" encouraging and promoting clari"ication o" the
assigned tas$ during the 0'un 'ractions %ith 121s3 %or$sheet. 4"ter instructing
students on ho% to complete the given tas$ a student as$ed, 0%hat does this mean53
pointing to the part on the assignment that sas, 0non blue or green.3 4"ter reali6ing the
student %as con"used about the instructions I too$ the opportunit to address the %hole
class. )**+.7-*1+27/. 8 addressing the entire class, it demonstrated respect to%ards this
student %hile creating a positive learning environment "or the rest o" the class.
9esponding to this students &uestion %ith the entire class sets a positive atmosphere "or
students to "eel com"ortable as$ing an &uestions.
"n video clip )& " provided a positive learning environment by encouraging and guiding
students when they were off task with the assignment. "n this clip& the student had the incorrect
number of +,+s. -t the beginning of the lesson students were asked to choose %. +,+s out
of their individual bag to complete this task. "n helping this student " guided him in sorting out the
correct number of +,+s and helped him begin the next task by asking him& /now look to see
how many red +,+s you have0 (123%2415316). 7y guiding this student and helping him go back
and correct his errors& " showed him that " valued his participation in completing and
understanding the task. 'his scene is one of many situations& where " take the time to re4guide a
student to check their answer& re4evaluate their answers& and describe to me why their answer
is correct. 'his allows me to check student8s thought process towards understanding the
learning target while determining %hether or not the have developed misconceptions.
In all o" m clips, I created a positive learning environment b ta$ing the time to
listen to m student!s individual responses and communicating %ith them in a non-
threatening and com"ortable manner. #hrough m communication students %ere a%are
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Elementary Mathematics for Washington
Instruction Commentary
that I cared about %ho the are and their academic success in school. :tudents $ne%
that I %ould not insult them "or ans%ering &uestions incorrectl but rather re-guide them
to help them understand the correct ans%er. #his provided students %ith a sense o"
con"idence to ta$e part in class discussions and activities.]
b. 9ow did you demonstrate mutual respect for& rapport with& and responsiveness to
students with varied needs and backgrounds& and challenge students to engage in
learning!
*In video clip 1, I challenged students to engage in learning b as$ing &uestions that
sought "or deeper understanding o" the learning target. In this clip I build on student
understanding b "irst as$ing them to identi" the learning target in their o%n voice
)*.+*;-*.+<;/. =e(t, I as$ students to appl %hat the learned "rom this lesson b giving
e(amples o" ho% the %ould use "ractions everda or %here the see "ractions )*.+<;-
*7+<7/. :tudent!s responses helped engage the %hole-class in developing a deeper
understanding o" the concept o" recogni6ing "ractions as parts o" a %hole. :tudents
%ere able to ta$e the in"ormation the learned "rom the lesson and share %ith each other
ho% the %ould recogni6e "ractions in the %orld around them. 8 encouraging students
to e(plore this &uestion, it provided them %ith an opportunit to use their voice to
communicate the learning target. In addition, during both o" the clips listed above I
demonstrated respect and rapport to%ards m students b sho%ing interest in their
responses. It is important "or students to be a%are that I value their participation and
input. In these t%o scenes, I ac$no%ledge each students response and as$ "urther
&uestions to help them ma$e connections and deepen their mathematical understanding
o" "ractions.
In video clip 2, I demonstrated respect and rapport to%ards a student %hen
sho%ing interest in the color o" 121s a student chose )*.+1.-*.+1;/. 4"ter noticing his
121s I said, 0onl blue and green.3 >e responded b saing, 0ap "or the :eaha%$s3. In
ma$ing a comment about the color o" 121s this student had selected it sho%ed the
student that I had interest in their reasoning "or ?ust selecting these colors. In another
scene "rom lesson 2, not sho%n in the provided clips, I demonstrated respect and
rapport %ith a student %hen helping him "igure out %hich "raction o" 121@s he had the
most o". In this scene, I listened to the student@s interests in video games a"ter %e
discussed %hich colors o" 121@s he had the most o". #he student as$ed, 0Ao I have to
spell @blue@ %ith an e53 I responded b saing, 0ea ou do, ou have to spell blue %ith
an e.3 #hen I continued to listen to the student as he e(plained his prior $no%ledge o"
seeing the %ord blue spelled %ithout an e. #his sho%ed the student that I cared about
their individual interests outside o" the classroom.
"n video clip )& " demonstrated responsiveness to student8s backgrounds by grouping
students with a partner that they could work cooperatively with and engage in the learning
activity. " demonstrated responsiveness to students needs when waiting for all students to
complete each step on the +,+ worksheet before proceeding on to the next step (153): ;
153.<). =ach group was provided with a cup that they used to signal their group being ready
(green) or still working (red). >tudents knew that " would give them time to complete each step
and that we would all wait patiently and respectfully for everyone in the class to be ready to
move forward with the lesson.
In all o" m lesson segments, I demonstrated mutual respect, rapport, and
responsiveness to students %hen listening to their responses and comments throughout
each lesson. 8 ac$no%ledging student!s &uestions and comments it sho%ed them that I
respected their input and participation in each lesson segment. In having a positive
attitude I demonstrated responsiveness to students through m positive bod language
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Elementary Mathematics for Washington
Instruction Commentary
o" smiling and ac$no%ledging students through nodding and commenting on their
responses.]
,. Engaging :tudents in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Describe your strategies to elicit student expression of their understanding of the
learning target(s) and why they are important. (?ptional& if evidence is provided in the
student self4reflections in the -ssessment task; evidence may also be provided by
responding to this prompt.)
*Bne o" m main strategies to elicit student e(pression o" their understanding o" the
learning targets and %h the are important %as through observing students responses
to &uestions. 'or e(ample, In Cideo Dlip 1, %hen I as$ed, 0Eho can raise their hand and
tell me %hat the learning target %as toda53 )*.+*; - *.+<;/. I listened to student!s
responses and as$ed prompt &uestions to help them "urther e(plain to me %hat the
learned or %hat the $ne% about the learning target. Ehen students struggled to clearl
state the main ob?ectives o" the lesson, I used a group!s "lag as a re"erence to help them
visuali6e the learning target. :tudents %ere then able to visuali6e ho% %e learned that a
piece o" the %hole "lag ma$es a "raction. #hen I as$ed students to tell me in their o%n
%ords ho% the thin$ %e use "ractions everda or %here %e see "ractions3 )*.+<; -
*7+<7/. #his &uestion helped me determine %hether or not student!s understood the
learning target "or this lesson and i" the %ere able to appl %hat the learned to the
%orld around them.
"n m "irst t%o lesson segments I used an e(it tic$et to assess students
understanding o" the learning target. I also used the strateg o" having students respond
in their o%n %ords either %hat the learned about "ractions or %hat the@re con"used
about. In the e(it tas$ "rom lesson 1, one o" m students %rote, 0#oda I learned to ma$e
"lags and to divide them.3 In the e(it tas$ "rom lesson 2, one o" m students %rote, 0
#oda I learned ho% to put "ractions in groups.3 #hese responses provided me %ith
"eedbac$ o" %hether or not students "elt the understood the learning target and %hat
the "elt the learned "rom the lesson.]
b. =xplain how your instruction engaged students in developing understanding of
mathematical concepts.
*1 instruction engaged students in developing an understanding o" mathematical
concepts b helping them understand and identi" "ractions in the environment around
them. In m second lesson I used 121@s as a manipulative to "urther teach the concept
o" "ractions o" a set )*.+12 - end o" video/. :tudent!s continued to sho% e(citement and
interest throughout this lesson segment as the anticipated the ne(t steps on the
%or$sheet. In a scene "rom this same lesson )*.+<; - *7+**/, I e(plain steps in the 121
%or$sheet to direct students learning. I as$ students to participate in instruction b
%or$ing through the step "irst as a class be"ore completing it on their o%n. In the
previousl mentioned scene, I as$ students to clari" %hat it means b 0non blue or
green3 )**+<< - **+<F/. :tudent!s abilit to see$ meaning "rom the directions on the
%or$sheet provided me %ith evidence o" their understanding o" the activit and ho% it
applies to the learning target. #he instruction throughout this lesson %as vital to the
activities students %ould be doing on the 121 %or$sheet. In another section o" this
lesson, not sho%n in the provided clips, I as$ students to identi" %hich color o" m
121@s )sho%n under the document camera/ represent the largest and smallest "raction.
#hese &uestions assessed students abilit to identi" "ractions and helped them begin to
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Elementary Mathematics for Washington
Instruction Commentary
understand the concept o" recogni6ing "ractions b their si6e, in other %ords %hich
"ractions are larger and smaller. ]
c. Describe how your instruction linked students8 prior academic learning and personal&
cultural& and community assets with new learning.
*+y instruction built on students8 prior academic learning of fractions& as they have been
briefly introduced to the concept of fractions in their math centers and short discussions in class.
9owever& prior to this lesson they had not deeply analy@ed& described& or identified fractions. +y
learning segment pushed students to think about the mathematical concept of fractions and how
they would apply the knowledge. In m lessons I provided students %ith instruction and
learning activities that pushed them to thin$ about the concept o" "ractions on a deeper
level. #his provided students %ith the opportunit to relate "ractions to their prior
mathematical $no%ledge and their personal interests.
In Cideo Dlip 1, students had to use their prior academic $no%ledge and their
personal and cultural bac$ground to identi" %here the see "ractions in their everda
lives )*.+<; - *7+<7/. In this scene one student speci"icall pointed out a ceiling tile and
stated, 0ou can split it into hal", "ourths, and eighths3 )*<+*< - *<+1F/. >e had related
something "rom his o%n classroom environment to describe to me ho% it can be
visuali6ed as a "raction. 4nother student pointed out ho% he had seen a truc$ hauling a
set o" %indmill parts )*7+*; - *7+<7/. Ee then discussed as a class ho% ou could
recogni6e a %indmill as part o" a "raction in a set. #his discussion provided students %ith
the opportunit to ma$e connections to "ractions in their cultures and communit
environment. 8ecause the students %ere "amiliar %ith visuali6ing %indmills and other
ob?ects the see outside or in their school, the %ere able to ma$e connections to ho%
%e use and see "ractions in our everda lives.
"n lesson )& during the instruction portion of my lesson& not shown in the provided clips& I
used ob?ects that students %ere "amiliar %ith to help them develop connections %ith their
culture. 'or e(ample %hen giving sample problems, I used a photo o" di""erent tpes o"
popular che%ing gum and students %ere as$ed to identi" %hat "raction o" the gum %as
o" each "lavor. Auring this section o" m lesson students %ere ver engaged, as the
anticipated %hat other ob?ects %e %ould be anal6ing and interpreting as "ractions. 4t
the end o" this lesson I gave students a sel"-created %or$sheet titled, 0'raction >unt3. #o
complete this %or$sheet I as$ed students to go home and "ind a set o" ob?ects in their
house. #he purpose o" this assignment %as to encourage student engagement in
mathematical concepts in their o%n cultural environments.]
.. Aeepening :tudent Learning during Instruction
9e"er to e(amples "rom the video clips in our e(planations.
a. =xplain how you elicited and built on student responses to promote thinking and develop
understandings of mathematical concepts.
*" asked students direct (uestions to promote their thinking and further their understanding
of mathematical concepts. "n instructing my lesson " focused on engaging students in the
learning process by working through examples together or asking them to individually respond
to (uestions. "n clip )& it demonstrates how we worked together through each step to make sure
that everyone understood the concepts and tasks (11311 ; end of clip). -s " worked through
each step up front& " asked students to tell me how they would solve the problem or to state the
answers. #his provided me %ith evidence o" students understanding o" the concepts and
i" I needed to re-teach the learning target or ob?ective be"ore %e moved to the ne(t steps.
4n e(ample "rom video clip 2 is %hen I as$ed students to go bac$ and anal6e the
number o" 121s that represented each color o" cand. In this clip, I sca""old students
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Elementary Mathematics for Washington
Instruction Commentary
learning b as$ing them to go bac$ and turn their previous ans%ers into "ractions )*<+11
- *<+,1/. #his built on students thin$ing in the %a that the %ere able to recogni6e that
the previous number %ritten represented the numerator and that in order "or us to
determine %hat "raction o" 121s %e had o" each color %e needed to %rite the
denominator. 4"ter students turned their previous %ritten numbers into a complete
"raction the %ere able to tell me %hich color o" 121 represented the largest and
smallest "raction. 8 building on student!s $no%ledge it promoted their thin$ing and
demonstrated their abilit to ta$e ne% $no%ledge and identi" larger and smaller
"ractions. ]
b. =xplain how you and the students used representations (manipulatives& models& tools&
diagrams& charts) to support students8 understanding and use of mathematical concepts.
*'hroughout my learning segment " used different manipulatives& models& and charts to
support studentsA understanding and use of mathematical concepts. Bor the first lesson& not
shown in the clips provided& " used " 9ave ho 9as Braction $ards to help students learn to
identify and recogni@e fractions. "n my second lesson& " had students participate in groups to
create flags& this allowed students to create their own model of a fraction and describe their
design in fractional terms to the class (11311 ; 15311).
"n my second lesson segment& seen in clip ) (11311 ; end of clip)& " used +,+As as a
manipulative to engage students. #his lesson %as ver success"ul in building students
understanding o" "ractions o" a set. :tudents opportunit to %or$ %ith 121@s hands-on
throughout the lesson, gave them a clear picture o" ho% ob?ects can be represented as a
"raction o" a set.
:tudents learned during this learning segment ho% to identi" and recogni6e
"ractions as parts o" a %hole, set, and group. #he %a I planned and instructed m
lessons %as based on 8runer@s )1F7*/ philosoph o" Aiscover Learning. I "ocused on
involving students throughout the instruction process and providing them %ith di""erent
opportunities to demonstrate their $no%ledge. I "ound that the use o" manipulatives
plaed an important role in helping students develop an understanding o" "ractions and
ho% the can appl this $no%ledge outside o" the classroom.]
<. 4nal6ing #eaching
9e"er to e(amples "rom the video clips in our responses to the prompts.
a. hat changes would you make to your instructionCfor the whole class andDor for
students who need greater support or challengeCto better support student learning
of the central focus (e.g.& missed opportunities)!
$onsider the variety of learners in your class who may re(uire different
strategiesDsupport (such as students with "=Ps& =nglish language learners& struggling
readers& underperforming students or those with gaps in academic knowledge&
andDor gifted students).
*-fter finishing watching my videos from my lesson segment& " should have encouraged
students to answer or think about some of the following mathematical (uestions; what strategy
will " use! -nd whatAs another way! " think that both of these (uestions re(uire students to think
and process on a deeper level. Bor example& in my first lesson " should have asked each group
to share what strategy they used to create their flag. 'his would have provided the class with
an idea of the different ways you can work together with a group and the different strategies you
can use to arrive at the same final product.
"f " were to teach this lesson segment again& " would create a bulletin board that defined
all the fraction terms students should know for these lesson segments. " would reference to this
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Elementary Mathematics for Washington
Instruction Commentary
at the end and beginning of the lessons when asking students to discuss the learning targets.
Providing students with a visuali@ation of basic terms associated with the learning target might
help them better interpret what their intended to know for each lesson. -lso& this could be used
as a brief assessment of students overall understanding of these terms and how they apply to
the lesson. >ome (uestions " might ask students at the end of the lesson would be& /Eive an
example of how you used denominators today....0 or /hatAs the difference between a fraction
of a whole versus a fraction of a set!0 'hese types of (uestions would seek for a deeper
understanding among my students and help them recogni@e the important fractional concepts
for this lesson segment.
"n lesson %& when students created their fraction flags " divided them into groups of three
based on their understanding of the learning target up to that point. "n my video clip from lesson
% (1%3.F ; 1231.)& the group shown consists of a student with an "=P& an excelling student& and
students with multiple cultural backgrounds. -ll the groups during this lesson were comprised of
students with varying academic needs and strengths. 'his style of grouping helped me ensure
that a non4struggling peer could assist struggling learners in their group. "n making changes to
my instruction for this lesson segment& " would have provided my "=P students and other
struggling learners with a vocabulary sheet. 7y giving these students a reference to the terms
and concepts we learned in the lesson& " feel it would have helped them better develop a
conceptual understanding of fractions as parts of a whole. "n addition& " wish " had students
complete a self4reflection along with the exit ticket they completed at the end of the lesson. "n
looking back " feel a self4reflection would allow students to analy@e their participation and
understanding of fractions from creating the fraction flag in the activity. ?verall& " wish " had
added these changes because they would have provided me with more evidence of whether or
not students grasped the concept before " taught the next lesson.
Auring the 121 %or$sheet activit in lesson 2, I had students sit in groups o" t%o.
#his provided students %ith the opportunit to assist each other and chec$ each other!s
%or$. 4n e(ample o" students %or$ing together and helping each other is seen in the
"ollo%ing clip )*2+*< - *2+17/. In grouping students "or this activit I placed students o"
varing academic levels and strengths together. #hroughout the lesson, I %ent around
the room and assisted groups or individuals %ho needed additional guidance. Ehen I
noticed students %ere struggling I re-guided their learning to help them understand the
problem at hand. I monitored m IEP and struggling readers throughout the lesson b
continuall observing their progress on the activities. In ma$ing changes to this lesson, I
%ish I %ould have chec$ed "or deeper understanding %hen re-directing students. 'or
e(ample, in clip 2 )*2+2; - *2+.,/, I %ish I had as$ed the student sho%n in this clip
&uestions that "urthered her understanding. 9ather than ?ust guiding her understanding
o" ho% to respond to the &uestion, 0non bro%n or red3 I %ould have encouraged her to
e(plore the "raction represented in this problem. 'or e(ample, a"ter she reali6ed she %as
?ust counting the green and ello% 121s I %ould have as$ed her, 0Ehat "raction is onl
green and ello%53 =e(t, I %ould have ta$en the opportunit to build on that $no%ledge
b as$ing, 0%hat i" %e had non ello% or red3 %hat "raction %ould %e have le"t5 In
as$ing these &uestions I %ould have provided the student the opportunit to build on her
understanding %hile ma$ing mathematical connections.
'hroughout my lessons " also encouraged students to explain problems or scenarios in
their own ways. " focused on creating a learning environment where my students felt safe
sharing and asking (uestions. 'o assess all my students understanding " had them respond on
the back of their exit ticket to one of the following stems3 /'oday " learned...0 or /"Am confused
about...0 'his allowed me to group students into more effective groups for the following lessons.
9owever& the student8s responses to these stem (uestions were often vague and didn8t give me
much evidence of their understanding of the learning target. Bor example& the maGority of
students responded to the stem& /'oday " learnedH0 by Gust writing the word /fractions0. 'his
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Elementary Mathematics for Washington
Instruction Commentary
response didn8t elicit student understanding of the learning target. "n changing these prompts "
would ask them in a way that was centered on the given learning target in the lesson. Bor
example for lesson %& " would have them complete the stem& /'oday " learned that fractions of a
wholeH0 'his would re(uire students to respond by writing what they knew about fractions of a
whole. -nother change " would make is to ask students to give more of their own examples of
fractions. 'or instance, I %ish had provided students %ith opportunities to illustrate their
o%n "raction problems. I" I %ere to do this lesson again, I %ould include this in the
practice time during the "irst lesson. I %ould as$ students to thin$ o" a "raction scenario
problem, illustrate it on their board, and as$ the person ne(t to them to solve it. I "ind that
as students ta$e control o" their $no%ledge the build stronger connections and
understandings.
In addition, I %ish I had provided m IEP students and struggling readers )note in
this learning segment there are no ELL or <*. categor students/ %ith an alternative sel"-
re"lection at the end o" each learning segment. #hese students struggled to elicit their
understanding %hen completing the stem &uestions discussed above provided on the
e(it tic$et. In developing an alternative sel"-re"lection "or them I %ould have them rate
themselves on a 1-, scale that measured their $no%ledge o" the learning target. #his
%ould allo% me to better determine %hich o" these students need more help and %hich
students %ere still uncom"ortable %ith the learning target.]
b. hy do you think these changes would improve student learning! >upport your
explanation with evidence of student learning and principles from theory andDor
research.
*I thin$ these changes %ould improve student learning because the provide
students %ith more opportunities to develop an understanding o" the central "ocus o"
each learning segment. In addition, the prompt &uestions and changes I listed above in
<a %ould promote meaning"ul learning opportunities. #his %ould "ollo% 8runer!s theor
o" sca""olding, in the %a that these changes %ould provide students %ith more support
be"ore the began each learning tas$. In "ollo%ing Ae%e!s )1F,;G1FF;/ theor o"
understanding prior $no%ledge I %ould change m instruction to incorporate &uestions
that as$ed students to relate their prior $no%ledge to the learning target. In m analsis
that as$ing &uestions sought deeper understanding I reali6e that these changes %ould
have provided me a better understanding o" ho% %ell students understood the ob?ectives
in each lesson. In addition, this tpe o" &uestioning %ould "ollo% Ae%e!s theor o" prior
$no%ledge in the %a that it gives students the opportunit to "ormulate a better
understanding themselves.]
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