Transcript Welcome to edTPA Boot Camp Task 2: Instructing & Engaging

Welcome to edTPA Boot Camp
Task 2: Instructing & Engaging
Students in Literacy Learning
Medaille College School of Education
Mary Beth Scumaci
Fall 2014
edTPA Overview/Agenda
• Setting Up Your edTPA Account at http://edtpa.com
• Task 1: Planning
• Task 2: Instruction
• Task 3: Assessment
• Task 4: Math (Elementary Education Only)
• Follow Guidelines/Handbooks AND Rubrics
• Video & Compressing Tips
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Setting Up Your edTPA Account
• A Review of the edTPA website: http://edtpa.com
• Review Resources
• Let’s Set Up Your
Account
• Follow the
Candidates Page
Steps in Order
• Select Pearson
ePortfolio System
• Agree to Candidates
Policies
• Enter Voucher Code
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edTPA Exam Portfolio
Summary Task Dashboard
Important
Directions,
Information,
Documents,
& Tips
Section
Start
Buttons
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EdTPA Assessment Process
Video Tutorials
• Preparing your Assessment with the Pearson ePortfolio System (7 mins):
http://www.edtpa.com/content/CAP/PreparingYourAssesment.htm
• Requesting & Receiving Feedback (5 mins):
http://www.edtpa.com/content/CAP/RequestingReceivingFeedback.htm
• Submitting Your Assessment (3 mins):
http://www.edtpa.com/content/CAP/SubmittingYourAssesment.htm
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edTPA Task 2
Instructing and Engaging Students in
Literacy Learning
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Task 2 Things to Consider…
• How will I TEACH, ENGAGE & MOTIVATE?
• What do students know?
• What do students need to learn next?
• How will students learn it?
• How will I assess students?
• I do…We do…You do…
• Demonstrate Respect & Positive Rapport with Students
• EVIDENCE & Time Stamps
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Why Should I Video Tape My Teaching?
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Video offers reality.
It makes the abstract concrete.
We see and hear what really happens.
Videotaping ourselves helps us be reflective
and aware of our teaching practices and
behaviors.
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What Do I Need to Think About?
• Goal: Demonstrate how you support and
engage students in literacy learning.
• Learning Environment: Support respect
and rapport to engage learners.
• Challenge: Active learning tasks that engage
learners with the central focus of the lesson.
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What Do I Need to Think About?
• How will you elicit and build on student responses
to develop and deepen content understanding?
• Connections: How will you make
connections to students’ prior academic
learning & personal, cultural, or
community assets during your
instruction?
• Reflection: How will you use evidence from your
instruction to examine and change your teaching
practices to more effectively meet a variety of
student learning needs?
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What Do I Need to Do?
• Identify the lesson to be taught from the learning
segment in Task 1: Planning for Literacy
Instruction & Assessment.
• Choose lessons
that show you interacting
with students to support them to
independently apply the literacy strategy to
comprehend or compose text.
• Will you teach a small target group or the whole
class?
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Video Clips
• Provide evidence of your interaction with students
to develop an essential literacy strategy and requisite
skills.
• Demonstrate a Respect & Positive Rapport
• Teacher and student voices must be heard.
• Continuous and uninterrupted.
• No editing beyond the cut footage allowed
• Scrubbing Allowed- must be explained in the write up
• No added text, music, etc.
• Length & Number Vary by Program- Handbook
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Video Clips Continued
• Safety & Privacy: Use first names only in the
video- no other identifying characteristics- school
name, last names, etc.
• Analyze your teaching and students’ learning in
the video clip(s) by responding to the
commentary prompts. Make connections to
specific time stamps in the video in your
narrative.
• Respond to Prompts: Respond to all prompts in
the Instruction Commentary section with explicit
detail.
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Video Clips Continued
• Additional Information Needed for Understanding?: (e.g. graphics,
texts, images, comments not clearly heard, insert digital copies of
transcriptions at the end of the Instructions Commentary (no more
than 2 pages).
• OPTIONAL: Provide evidence of Student’s language use. An
additional video clip that provides evidence of students using
language within the learning segment (no more than 5 minutes)
and/or through Task 3 analysis of student work samples (see edTPA
Handbook for details).
• See Task 2: Artifacts and Commentary Specifications in the
Evidence Chart for electronic submission of evidence.
• Refer to the Glossary of Terms
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Ethics & Permissions
• Get Medaille Video Permission Forms Signed
• School Permission
• First Names Only
• For All People in Video
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Videotaping Tips Video Clip
The Teaching Channel
Using Video to Improve Practice 101 (5 mins)
https://www.teachingchannel.org/videos/videotaping-tips-for-teachers
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Filming Equipment
• Your Responsibility – PRACTICE!!!
• Video Your ENTRE Learning Segment
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Video Tips - Tools
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QUALITY VIDEO and AUDIO Device
Audio & Voice Clarity Must Be Clear
Must See & Hear Teacher & Students
Get a Good Recording Device
Tripod
Charged Battery & Backup Battery
Scan Card to record to (1G = 10 minutes of Taping)
No High Definition (HD)
Compression Software (see handouts)
-Any Video Converter
Keep Camera as Close to Students as Possible.
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Video Tips Continued
• Make sure that your recording device is on
and recording.
• SAVE your video in multiple places so you
have several backup copies.
• Save your raw footage and EDIT on a COPY of
the footage.
• Check the recording after the lesson to
confirm audio and video quality and
recording.
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Video Tips Continued
• Practice
• Record your entire learning segment (35lessons)
• Download footage to a computer as soon as
possible.
• Record from a horizon perspective instead on
landscape (vertical).
• Location: Light should NOT be behind your
subjects, avoid taping in front of windows.
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Video Tips Continued
• Watch the entire lesson at least twice the day
of taping- Take Good Notes.
• Can you answer the task prompts
completely?
• Repeat steps for all learning task lessons.
• See Medaille handout for Medaille computer
lab information.
• See edTPA/Pearson Handouts for
Video Tips, Condensing Videos,
& Editing Videos
• Have a Back-Up Plan
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Answer Prompts with Specific Details
• No More than 6 pages.
• Be specific, descriptive, use
explicit language & GLOSSARY TERMS
• Provide EVIDENCE for Prompt Narratives
• Provide Clarity for Prompt Narratives
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EdTPA Task 2
Instructing and Engaging
Students in Literacy Learning
Let’s take a look at the Rubrics!
Rubrics 6-10
Task 2 Rubrics 6-10
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Read & Follow
Complete ALL Requirements
Vary by Program Discipline
Teacher Candidates should compare rubrics
with their prompt answers to verify all
requirements are met.
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Rubric 6
Learning Environment
How does the candidate demonstrate a positive
literacy learning environment that supports students’
engagement in learning?
What should it look like?
• Consistency
• Exemplary
Teacher
Behavior
Student
Behavior
Rapport
and
Respect
Learning
Environment
Opportunities to
express
perspective
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Rubric 6: Learning Environment
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Rubric 7
Engaging Students in Learning
How does the candidate actively engage students in
integrating strategies and skills to comprehend or
compose text?
What should it look like?
• Consistency
• Exemplary
Engagement
in Learning
Task
Personal,
Cultural,
Community
Assets
Literacy
Strategy/
Understanding
the requisite and
the skill
Skill
Teacher Supports
Integrating the
skill to
comprehend/
compose
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Rubric 7: Engaging Students in Learning
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Rubric 8
Deepening Student Learning
How does the candidate elicit student responses to
promote thinking and develop literacy skills and the
essential strategy to comprehend and/or compose
text?
What should it look like?
• Consistency
• Exemplary
Student
interaction that
allows
application
Critical
Thinking
Literacy
Strategy/Sk
ill
Teacher elicits
Student
responses to
extend learning
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Higher Level
Questioning
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Rubric 8: Deepening Student Learning
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Rubric 9
Subject-Specific: Elementary Literacy
How does the candidate support students to apply
the essential literacy?
What should it look like?
• Consistency
• Exemplary
Explicit
instruction
when to apply
strategy
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Modeling
Literacy
Strategy/
Skill
Opportunities for
student practice at
each stage of
instruction
Explicit
instruction of
strategy
application
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Rubric 9: Subject Specific Pedagogy:
Elementary Literacy
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Rubric 10
Analyzing Teacher Effectiveness
How does the candidate use evidence to evaluate
and change teaching practice to meet students’ varied
learning needs?
What should it look like?
• Consistency
• Exemplary
Justification of
changes based on
assessment and
research/theory
Changes
made
through
assessment
Literacy
Strategy/
Skill
Changes to
address
individual and
collective needs
Changes
connected to
research/theory
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Rubric 10: Analyzing Teaching
Effectiveness
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Things to Think About- Lessons
• No More then 6 Pages
• TAPE ALL LEARNING SEGMENT LESSONS?
• What is the Curriculum Connection
to Literacy?
• What strategy will you teachComprehension or Composing Text?
• How will you ENGAGE STUDENTS?
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Things to Think About…
Promote a Positive Learning Environment
• How will you demonstrate mutual respect for,
rapport with, and responsiveness to students
with varied needs and backgrounds, and
challenge students to engage in
learning?
• Evidence: Provide Examples & Time Stamps
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Things to Think About…
Engaging Students in Learning
• Provide Examples & Time Stamps
• Explain how your instruction engaged
students in developing an essential literacy
strategy and requisite skills.
• Describe how your instruction linked students’
prior academic learning and personal, cultural,
and community assets with new learning.
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Things to Think About…
Deepening Student Learning during Instruction
• Cite examples from the video clip - Time Stamps
• Explain how you elicited and built on student
responses to promote thinking and apply literacy
strategy using requisite skills to comprehend or
compose text. MAKE CONNECTIONS!
• Explain how you modeled the literacy strategy and
supported students as they practiced and applied the
literacy strategy in a meaningful-based context.
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Things to Think AboutEvidence - Analyze Teaching
• Cite Examples - Include Time Stamps
• What Changes would you make to your instruction for the whole
class and/or for the 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, English
Language Learners, struggling readers, underperforming students
or those with gaps in academic knowledge, and/or gifted students.
•
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.
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How Will You Be Assessed?
• You will be assessed using Rubrics 6-10 Exception - World Languages Rubrics 5-9
• When preparing your artifacts and
commentaries provide ANSWER PROMPTS &
DETAILED EVIDENCE!
• Refer to the rubrics frequently to guide your
thinking, instruction, and writing.
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Let’s Practice Critiquing a Lesson
Elementary & Early Childhood Video
Comparing and Contrasting Fairy Tales (K-2)
(Brittany - 10 mins): http://vimeo.com/55950930
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Let’s Practice Critiquing a Lesson
Adolescent Education Video
“Letter From Birmingham Jail” Evidence &
Arguments: Multiple Ways of Experiencing a Text
(12 minutes - Grades 9-10, ELA, Literary Analysis CCSS: ELA.RI.9-10.2 ELA.W.9-10.6 ELA.SL.9-10.1a)
https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1
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The edTPA Website – www.edtpa.com
• Visit the Candidates Page
• Set Up Your Accounts
• Pearson Verification Codes- College Supervisor
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Any Video Converter
Clipping & Condensing
Medaille College School of Education
edTPA Workshop
Mary Beth Scumaci, 2014
Approved File Formats &
Any Video Converter URL
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Any Video Converter Download
• http://www.any-video-converter.com/products/for_video_free/
• Follow the Prompts
• Customize the Download:
Uncheck the Boxes
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Clipping & Condensing:
Video Screen Cast Tutorial
http://screencast-o-matic.com/watch/c2ejY9nFB8
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Any Video Converter Screen Shots
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Any Video Converter Upload Tips
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Click the Add Video(s) button
Select Microsoft Zune WMV Movie (*.wmv)
File Size: 200-300 MB
Basic Settings
– Video Size: 320x240
– Quality: Normal
– Video Framerate: 25
• Video Options
– Video Bitrate: 256
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Any Video Converter Clipping &
Compressing Tips
• Uploaded Video Bar
• Scissors Clipping Tool
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Any Video Converter Clipping &
Compressing Tips
• Set the Triangles to Start & End Points
• Or Enter Time Stamps
• Click the OK Button
End Point
Start Point
Time Stamps
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Any Video Converter Clipping &
Compressing Tips
• Click the Convert this item now! Button
• Go to Your Video Folder &
Look for the Any Video
Converter Folder
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Save Video to Your Student Folder
Campus Computer- Click Options DialGeneral Tab – Browse – Your Student
Folder – Condense the Video
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• SAVE final work to a Flash Drive.
• All campus computers are
restored nightly.
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Any Video Converter Clipping &
Compressing Tips
• Click on the Zune_WMV Folder
• Click on Your Video Clip & Rename
– Lesson 4 Video (15mins)
– Lesson 3 Video 1 (7mins)
– Lesson 3 Video 2 (8mins)
– Academic Language Video
– See your edTPA Handbook
for time & number of
videos required.
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Practice, Practice, Practice!
Let’s go to the Shared Drive
Make sure you have a
SAVED COPY
of YOUR TEACHING video
footage!!
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Great Scanning App
• Some Tasks Require 1 File Upload
• Use a Scanner in Continuous Scan Mode
• Use a Scanner App – Cam Scanner
• https://camscanner.net
• DEMO
• Watch YouTube Clip (1.17mins)
http://www.youtube.com/watch?v=dIixud3h9l8
&feature=youtu.be
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http://it.medaille.edu/edtpa
• Building a page for edTPA Resources
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Review
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Read Your Handbooks Multiple Times
Know Task 2 Responsibilities (all Tasks)
Follow Prompts & Rubric Requirements
Visit the edTPA Website Frequently
Practice Watching, Reflecting Upon &
Critiquing Video Clips
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Review Continued
• Make a Plan for Your Video Tools, Practice Using
the Equipment, Follow Compression Guidelines
• Maintain Professionalism at ALL Times
• Be Independent, Responsible, & Seek Assistance
When Needed- Dr. Sturm & College Supervisor
• Know the Glossary Vocabulary
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Helpful Resources
• We highly recommend that you watch videos in your content area
from these sites to help you prepare for ideas, strategies, critiquing,
etc.
• The Teachers College Reading and Writing Project:
http://vimeo.com/tcrwp/videos/page:3/sort:date
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Teacher’s College with Lucy Calkins:
http://readingandwritingproject.com/resources/common-corestandards/ccs-videos.html
• The Teaching Channel:
https://www.teachingchannel.org/videos/analyzing-text-lesson
• The Teaching Chanel provides the lesson objective, CCLS, and focus
questions to guide the viewer.
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That’s All Folks….
• Questions?
• Comments?
• Thoughts?
Thank you for joining us today!
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