Secondary Science

Task 2: Instruction Commentary

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 clips? Identify the lesson(s) by lesson
plan number.
[ Lesson 2 is shown in the video clips.]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning environment.
a. 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?
[During the warm up activity or do-now which they do every day I walk around asking students if
they need any assistance and to check where they are in the packet to ensure they are on task.
When asking for responses I ensure that other students are respectful and listening to their
peers. ]
b. If relevant, describe what you did to ensure safety during the inquiry seen in the video
clips.
[During this lesson, there were several safety concerns. Each group had a candle with a cup
hanging over it. To ensure safety I repeated my safety expectations before lighting the candles
and students are not allowed to light or blow out their group’s candles. Expectations and safety
procedures explained around 13 minutes. ]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.

a. What was the process by which students selected or collected evidence and/or data to
support evidence-based explanations of or predictions about the real-world phenomenon
being investigated?
[ At the beginning of the lesson I asked students what they thought would happen to the cups
as the candles were lit (12 minutes-16 minutes). They made predictions in their workbooks and
shared with the class their ideas. Throughout the lesson, students observed the experiment at
their tables and explained in their workbooks what they observed. Not only did they write their
observations but also tried to explain how the phenomenon occurred from what they have
learned so far in the unit. Since this is at the beginning of the lesson, I let them rationalize what
they have observed and why this phenomenon occurs without little intervention. The books they
use allow for students to slowly piece together what they have learned into rational
explanations. ]
b. Explain how you engaged students during a scientific inquiry in
 using evidence and/or data and science concepts to construct an evidence-based
explanation of or prediction about a real-world phenomenon and
 supporting or refuting alternative explanations or predictions.

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 Secondary Science
Task 2: Instruction Commentary

[ At around 26 minutes, I asked students to explain what they observed and why this
phenomenon occurred. I slowly started by asking them about different types of energy and
connecting that to the moving cup. ]
c. Describe how your instruction linked students’ prior academic learning and personal,
cultural, or community assets with new learning.
[At around 9 minutes into the first video, I asked students to explain the experiment we
conducted the day before and what they learned from that experiment. I did this remind students
what they have learned and to get them to think how that is connected to what we were doing
that day. At around 26 minutes the class reviewed different types of energy and determined how
it can relate to what they experienced that day. ]
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
develop understandings of science concepts, scientific practices through inquiry, AND
the phenomenon being investigated.
[ At around 13-14 minutes I collected student thoughts on what they predict will occur. ]
b. Explain how your instruction supported students to use science concepts, consider the
quality of evidence and/or data (e.g., missing data, inconsistent results), and/or apply
scientific practices while they are organizing and analyzing evidence and/or data during
a scientific inquiry.
[ 26 minutes- 28 minutes students explained how the different energy sources can affect the
cups movement. ]
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 (such as students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ At the end of the video I noticed two boys joking around and pulling on each other, I would
obviously change the fact that I let them horse around. Througout instruction I noticed that I had
my back turned to them too many times, Ive gotten used to the extra eyes from my cooperating
teacher that I have been working on breaking this habit. ]
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.
[ ]

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 6 pages maximum
All rights reserved. V6_0916
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.