Modified Task 2 of edTPA: Instructing and Engaging Students in Learning

Task 2: Modified Instruction Commentary

Evaluated using rubrics 6-10

1) The lesson you are using for this assignment is 3rd grade basketball dribbling lesson with the concept of
force.
2) Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) using time markers where the teacher provided a safe, respectful, and
organized learning environment.
a) Describe how the teacher provided a positive, low-risk emotionally and physically safe environment.
(Think about what we have been discussing in class about creating a positive learning environment).
[This teacher provided a positive, low-risk emotionally and physically safe environment throughout his lesson.
First of all, he was extremely enthusiastic throughout his lesson from beginning to end which contributes to the
positive atmosphere. He gave low emotional risks when he was giving feeback to some of his students. He
walked right up to his students needing assistance, used their names to make it personal, and didn’t shout out
loud what they needed to fix. (2:32, 4:27, & 7:25) He also kept lots of the students spirits up by giving out
positive feedback as well such as “good” and “I like the way you’re doing …”. (4:20) As for creating and
maintaining a physically safe environment, he made sure that the students were aware of why they needed to
follow certain techniques such as why they needed to dribble with their eyes up, which was to avoid collisions
and maintain personal space. (1:00) Each time he blew the whistle, he also had the students place their ball
between their feet and put their hands on their knees in order to ensure they have their eyes and ears on him
without distraction. ]
b) Explain how the rules, routines, and transitions maximized students’ engagement in the lesson.
[The rules, routines, and transitions throughout this lesson maximized students’ engagement. One of the
routines that I noticed throughout this lesson, was that every time the teacher blew his whistle in order to stop a
task, the students turned around to face him, put their hands on their knees and placed their ball between their
feet, giving him their full attention. He also said multiple times to have eyes and ears on him,which really
ensured that the students were engaged and understanding what he was saying and demonstrating. He used this
method in between each task. ]
3) Engaging Students in Learning
Refer to examples from the video clip(s) using time markers in your response to the prompt.
a) Explain how the teacher actively engaged students in learning tasks aligned with the objectives of the
lesson in the psychomotor domain and at least one other learning domain (cognitive, affective).
[The teacher actively engaged the students in learning tasks aligned with the objective of the lesson in both the
psychomotor domain and the cognitive domain. He optimistically introduced tasks that relate to dribbling by
explaining and then demonstrating them throughout the lesson, for example, at 9:12, where the teacher stops
one of the tasks to transition into the next. He also gets the students engaged in tasks relating to the cognitive
domain, when he separates the student into a task that has four stations at 15:17. This task is meant to teach
them about force, and how much power is necessary to dribble balls of different sizes and densities. He also
asks the students at each station how much force it is taking them to dribble their specific ball to waist height,
which has them actively thinking about the knowledge needed to inflict these movement concepts. ]
4) Strengthening Student Competencies
Refer to examples from the video clip(s) using time markers in your explanations.
 a) Explain how the teacher actively monitored students’ actions during the learning task(s) and asked
questions or provided corrective feedback to improve student competencies.
[ The teacher actively monitored students’ actions during the learning tasks by walking around and through the
students while the tasks were in progress such as at 8:14 in the videoed lesson as well as many other times. He
asked them questions regarding the amount of force needed to dribble their ball at different stations during one
of the tasks at 15:38. He also asks the students questions at the end of the lesson as to why force is important as
well as to try to make a connection between force and other sports and activities at 17:33. These questions
allowed for the students to show their understanding of the concept of force and how they applied it to dribbling
during their tasks. Lastly, this teacher’s use of corrective feedback towards his students is very helpful to their
improvement and is meant to fix technique. He used feedback when telling multiple students to dribble the ball
higher up to their waist at 7:40 and 8:50. ]
b) Explain how the teacher used instructional cues/prompts, explorations/demonstrations, and or student
analysis of their own and/or others’ psychomotor skills to develop student competencies in the
psychomotor and at least one other learning domain (cognitive, affective).
[ The teacher used the instructional cues of eyes forward as well as had a student demonstration when he
noticed one of his students doing particularly well. At 4:56, he had his student, Kylie demonstrate his next task,
which was for the students to dribble while keeping their eyes up. During this task he had his hand up in the air
and was holding up different numbers with his fingers that the class had to shout out. By having a student
demonstrate he showed the rest of the class that the goal of the tasks are attainable with the right technique.
There was also a task that began at 9:44, where the students had a chance to sit down and observe a partner.
While they were watching their partner, they developed competencies in the cognitive domain, because the
students were watching each other and peer evaluating. They were told to monitor their partner and watch in
order to critique them and analyze their technique in dribbling. This helped to develop the cognitive domain
because the students needed to use their knowledge of the skill in order to critique their partner and “coach”
them. ]
5) Analyzing Teaching
Refer to examples from the video clip(s) using time markers in your responses to the prompts.
a) What changes would you suggest the teacher make to their 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)?
[There are only a few changes that I would recommend to the teacher to make his learning environment more
inclusive. In order to allow the students to work at their own pace, I would suggest a teach by invitation
environment. There were a few instances such as 7:53, where he uses intratask variation by switching out one of
the student’s balls with one that may be easier to dribble, whereas if he had used teaching by invitation, he
could allow the students to choose an easier starting point themselves and work their way up in progressions,
rather than all start at the same level when it may be more difficult for some students than others. I would also
recommend stating the techniques that students had the most trouble on in between tasks. By doing this, it will
help for all of the students to focus on performing the skill the correct way, rather than just the students that
were seen using improper technique. This is an effective way to ensure that all students hear the feedback in the
event that not every flaw was seen throughout students. ]
_____________________________________________________________________________
Consider the variety of learners in your class who may require different strategies/support (e.g., students
with IEPs or 504 plans, English language learners, students with higher/lower proficiency levels,
underperforming students or those gaps in content knowledge, or students needing greater support or
challenge).
 b) Why do you think these changes would improve student learning? Support your explanation with
evidence of students learning And principles from theory and/or research.
[ I believe that teaching by invitation would improve student learning because it would allow each student to
move through each task at their own pace and at their own level. Each student has a learning style that is
unique to them, so the way they are able to perform tasks should be at their level too. In regard to English
language learners, it is important to have multiple visual aids that assist in the comprehension of tasks that ELL
students or students with lower proficiency levels would need to understand. ]