Task 2: Instructing and Engaging Students in

Learning

Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson
plan number.
This clip was recorded on November 3rd, 2014. This was lesson 1, covering the
vocabulary for the story Yaskuls Mighty Trade.
2. Promoting a Positive Learning Environment
Identify scenes in the video clip(s) where you provided a positive learning
environment.
How did you demonstrate mutual respect for, rapport with, and
responsiveness to young adolescents with varied needs (academic and
developmental) and backgrounds, and challenge young adolescents to
engage in learning?
In sixth grade, students are beginning to resent being treated like small children. I do my
best to talk to them like young adults and treat them with the respect that they deserve. I made
sure to let all students voices be heard if they had something to contribute, therefore allowing
them to take charge of their own learning. Around 5:40 in the clip, when we are discussing the
meaning of the word stifling, one student raises her hand and shares that she gets hives in
stifling heat. My response to that was sympathetic and genuine to show my appreciation of her
sharing something personal, as well as positive and reinforcing to let her know that she had the
right idea of what the vocabulary word meant.
3. Engaging Students in Learning
Refer to examples from the clip(s) in your explanations.
a. Explain how your instruction engaged young adolescents in constructing meaning
from and interpreting complex text.
Whenever I asked students to read or asked a question, the students were always ready
and willing to participate. At around 5:08 in the clip, I ask for a volunteer to read a definition
and at least 5 hands shoot right up. Having multiple people at a time wishing to participate
shows me that the students are kept engaged in the lesson. Additionally, I tried to keep
discussion of each word under two minutes so as not to lose the focus of the students.
b. Describe how your instruction linked young adolescents prior academic learning
and personal, cultural, community, or developmental assets with new learning.
At 2:21, we begin learning the vocabulary word commerce. Though this word was
unfamiliar to many of them, I linked it to the word commercial, which is a word they would
know. I explained that commerce is the root word, and that commercial simply means
related to buying or selling, like a television commercial. Two students then raised their
hands and shared their knowledge of commercial zones and a street in Rewey called
Commerce St. By giving the students examples, I encouraged them to share their own
mental links.
4. Deepening Student Learning during Instruction
Refer to examples from the clip(s) in your explanations.
a. Explain how you elicited student responses to promote thinking and develop
students abilities to construct meaning from and interpret complex text.
Throughout the whole clip, students are engaged and willing to participate. On the
occasions they did not already have a question or comment to share, I would provide
example and ask somebody else to come up with an additional one. Oftentimes, when one
student contributes, other students will build off of that response, or at least become more

willing to speak up. When students take an active part in their learning, they tend to
remember the lesson better. By thoroughly learning the vocabulary words, they become
ready to tackle the reading portion of the lesson, as they are then able to comprehend what
the text is saying.
b. Explain how you supported young adolescents in using textual (or, if a film, visual
or dialogue) references to check or justify their constructions of meaning and
interpretations of complex text.
I held the stack of flashcards, showing the word and picture to the class as I introduced
them. The students each had their writing textbook open to the page with all ten of the
vocabulary words for the week so they could follow along and read the definitions
themselves. The flashcards I held also included various example and leading questions to
ask the class.
5. Analyzing Teaching
Refer to examples from the clip(s) in your explanations.
a. How did your instruction support learning for the whole class and young
adolescents who need greater support or challenge?
Consider the variety of young adolescent 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).
Those who needed greater support or had trouble following along with the discussion
were also able to follow along by reading the textbook. One student has ADHD and often
has trouble sitting still and being quiet. By allowing for discussion, he has the opportunity to
talk. By having the book open as well, he was able to refer to that if he got distracted from
the class discussion. After the lesson, I also made the flashcards available for student
reference if they needed to see the examples again.
b. What changes would you make to your instruction to better support young
adolescent learning of the central focus (e.g., missed opportunities)?
I would have tried to include more of the students. After watching the video, I realized
that there were two students in particular that contributed more often than the rest. I did not
want to deny them the chance to contribute their thoughts to the lesson, but I realize now that it
would have been beneficial to pull some other students into the discussion.
c. Why do you think these changes would improve student learning? Support your
explanation with evidence of young adolescent learning and principles from theory
and/or research including young adolescent development, as appropriate.
If students are not active in their learning and know that others will carry the discussion
for them, they are more likely to become distracted. By picking students at random as well
as accepting volunteers, every student is more likely to pay attention because they do not
want to embarrass themselves in front of their peers.