Organize your response: Students Students’ everyday experiences related to the learning segment Students cultural backgrounds related to the learning segment Students’ practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners Notes: Stay positive – discuss your students’ assets Keep the learning segment in mind – only discuss student assets related to the learning segment c. adolescent developmental assets related to the central focus—What do you know about your students’ cognitive, physical, and social and emotional development? Students Students’ cognitive development related to the central focus Students’ physical development related to the central Students’ social/emotional development related to the central focus
“The lesson shown in the clips is Lesson #_______” OR “The lesson shown in Clip 1 is Lesson _______ and the lesson shown in Clip 2 is Lesson ________.” 2. Promoting a Positive Learning Environment a. 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? Organize your answer: Characteristic of Positive Learning Environment segment(s) with time stamps that demonstrates this characteristic How does this clip demonstrate this characteristic? Mutual respect for students Rapport with students Responsiveness to students’ Challenging students to engage in learning b. If relevant, describe what you did to ensure safety during the inquiry seen in the video clips. Organize your answer: Description of Safety Component Video segment(s) with time stamps that shows this safety component How does this clip demonstrate your attention to safety? OR “Safety precautions were not needed in the video clip lesson(s) because…”
Students’ cultural assets Students’ community assets Students’ developmental assets 4. Deepening Student Learning during Instruction a. Explain how you elicited and built on student responses to promote thinking and develop understandings of science concepts, scientific practices and inquiry, and/or the phenomenon being investigated. Evidence of eliciting responses from students related to… Video clip (including time stamps) Describe how you elicited responses and deepened student thinking in this clip Understanding science concepts Science practices and inquiry The phenomenon being investigated b. Explain how your instruction supported adolescents in using science concepts, quality of evidence and/or data (e.g., accurate measurement or recording of data, inconsistent results), and scientific practices while they are analyzing evidence and/or data during a scientific inquiry. Science Pedagogy Video clip (including time stamps) Describe how this clip provides evidence of this science pedagogy
Pattern of student learning observed (What are they doing well or what are they struggling with?) Is the pattern relative to conceptual understanding, use of scientific practices, or creating arguments? Students showing this pattern Evidence from whole class summary Evidence from student work samples Feedback to Guide Further Learning b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured. Hints: Be sure to provide feedback to students on both their strengths and their errors. Be sure to provide equal feedback to all student work samples. Focus student Description of feedback provided (identify question, page, etc.) Associated learning objective How does the feedback address the students’ strengths? How does the feedback address the students’ 1 2