Positive Learning Environment

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.
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?
[Mutual respect was demonstrated in class to the students by validating and affirmation their
contributions during the learning process. From the lesson plan presented, it demonstrates
mutual respect, rapport, and responsiveness to the young adolescents in my class with various
needs in developmental and academic supports. Some of the students responded to a question
on the functioning of the cell organelles and I applauded them by the response of “splendid
answer! Keep it up!”. Other students are stammer and had problems pronouncing words in
class. However, everyone in class allowed him to complete his statement as they have learned
about a mutual respect. I recommended they clap for him and this enhanced his responsiveness
in class. I affirmed other students’ voices and comments and when one student explains about
mitochondrion function. I informed him that his description was detailed and informative for
the class.
To promote rapport in class, I engaged students in conversations on the areas they were
covering. I assisted them to become experts in using appropriate academic vocabularies when
explaining the specific functions of cells and the organelles. I enquired from the students the
type of presentations they would like to use for the class presentation. One student stated that
she would read to the class the presentation while another preferred to narrate without
reading from any material. I advised each student appropriately. Through the interaction with
the students, a healthy rapport was established. It is essential for a student to believe that they

Middle Childhood Science
Task 2: Instruction Commentary

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 6 | 6 pages maximum
All rights reserved. V06
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.
have the support of their teacher in what they are doing and that the teacher is always there to
guide them to perfect the art.
To increase responsiveness among my students, I opted not to alter, contribute, or remove
their comments. I gave them words of encouragement to them to continue contributing. I
preferred to combine their responses to make more sense to them and appreciate what they
were commenting on. Then I requested others to add to the comments to make the statements
about organelles functioning complete. A comment about mitochondrion from one student
made the class understand its full functions. Probing questions ensured that responsiveness of
the students increased and challenged them to participate in the learning process.]
b. If relevant, describe what you did to ensure safety.
[To ensure the safety of every student, I made sure that I maintained close surveillance on every
activity they were carrying out. When using the microscope, I had to be closely monitoring them
to ensure that they did not damage them. I involved the laboratory technician to help in
monitoring and assisting the students in using the microscope appropriately.]
3. Engaging Students in Learning

a. What was the process by which young adolescents selected or collected evidence
and/or data to support evidence-based explanations of or predictions about the real
world phenomenon being investigated?
[The students were engaged in a lab activity where they were observing and drawing the animal
and plant cells and their organelles. Through this activity, they were able to collect data for the
learning process. Through socialization in the groups, the students were able to share their
knowledge about the cells and their organelles according to their understanding. The
discussions they had within their groups helped them to gather enough data to present to the
class. Another source of data was through the class presentations. When students presented
their organelle and its functions, other students learned from them. Through the questions and
answers session, other students contributed and this helped to add more information and
knowledge to what had been presented by the groups. The 3D models that they had used

Middle Childhood Science
Task 2: Instruction Commentary

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 3 of 6 | 6 pages maximum
All rights reserved. V06
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.
earlier contributed a lot in their understanding of the organelles and thus, they had an easier
time identifying them under the microscope.]
b. Explain how you engaged young adolescents’ during a scientific inquiry in
 using evidence and/or data and science concepts to construct explanations of or
predictions about a real-world phenomenon and
 critiquing explanations OR predictions of peers.
[In the first lesson, the students were engaged in the hands-on creation of 3D models and cell
analogy for the organelles. These helped in driving in the concepts of the organelles in animal
and plant cells to the students. 3D cell models were used and assisted in responding to many
questions students had about the complete cells. In lesson two, the students were grouped and
involved in a game where they would earn more points when they would follow some ways. To
ensure that the students got responses to their scientific inquiries, the teacher would move
around and listen to the conversations the students were having while responding to queries.
Understanding of the cells was enhanced in lesion two by providing real images of the cells so
that the students could understand what the project expects of them. The images presented a
real-world situation as this was what they would find when they watched under the
microscope.]
c. Describe how your instruction linked young adolescents’ prior academic learning and
personal, cultural, community, or developmental assets with new learning.
[Through discussions, students can interact and share experiences and knowledge. They
managed to identify different organelles for both plant and animal cells. Through the lesson,
they were able to remember the knowledge gained in the previous class and relate it to what
they were learning that day. I engaged the students in a brainstorming exercise on different
organelles in plant and animal cells. This contributed to the understanding of the scientific
concepts intended to be learned that day. The selected study for the lesson was meant to
develop their knowledge of what they had learned earlier. ]
4. Deepening Student Learning during Instruction Refer to
which lesson
a. Explain how you elicited and built on student responses to promote thinking and
develop understandings of science concepts, scientific practices through inquiry,
AND/OR the phenomenon being investigated.

Middle Childhood Science
Task 2: Instruction Commentary

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 4 of 6 | 6 pages maximum
All rights reserved. V06
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.
[During the next lesson, I introduced the 3D cell model project and cell analogy poster to the
groups of students. The students were set in groups of four and given instructions on what was
expected of them. I provided them with the dos and don’ts in the project and ensured that they
understood clearly. Each group was required to choose between a plant and animal cell and
identify organelles. Each group presented their understanding of the cell organelles and
functioning. To make it simpler for each group, I assigned them specific organelles to present.
During the presentation, other students were required to be taking notes on key points made.
After that, there was a question and answer moment where other students asked questions
and the group was supposed to respond. Each group presented its work and the interaction the
class had and promoted understanding of the cell concepts.
During the questions and answers, this is where I engaged students in the dos and don’ts in the
areas they were focused on. First, all students were engaged in the identification of plant and
animal cells, their organelles, and the functions of each. This helped students to have a better
idea of what was to be discussed. Students managed to identify the cells and their organelles
and this helped to open the discussion from the groups. When the groups started to present,
other students seemed to enjoy it. They asked appropriate questions for each type of cell as
they had been motivated by the identification process. To ensure that the presenters felt
appreciated and deserving of their work, I asked them to involve the class in assisting where
they were unable to respond. One student engaged the class in a question on the importance of
chlorophyll in plant cells. Another responded and the class claps for her. Through this
interaction, the thinking process and understanding of concepts were enhanced. ]
b. Explain how your instruction supported young 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.
[On the second day, the students were engaged in a quick lab activity where they would
compare and contrast plant and animal cells under a microscope and creating cell analogy
posters. I required them to draw and label each part. To ensure that they learned the intended
concepts about the cells, I kept them in groups where they would work together to completion
of the project. Through groups, they would socialize while discussing among themselves to

Middle Childhood Science
Task 2: Instruction Commentary

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 5 of 6 | 6 pages maximum
All rights reserved. V06
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.
decide which organelles they were seeing under the microscope. The group of four would be
split into two to have two pairs. Each pair would prepare the cells, observe a different cell from
the other, draw, and label before interchanging and doing the same. After that, they would
discuss within the group their findings and come up with the final drawings and labeling.
To ensure that students were able to observe the cells appropriately, I instructed them on the
magnification lens to use so that they could have uniform measurements for all groups. I
instructed the groups that if they were unable to use the microscope or could not observe
anything from the slides, they were supposed to seek help from me or the lab technician. Three
groups were unable to get anything under the microscope. Two of them had not set the light
mirror appropriately and hence, there was no light passing through the slide. The other group
was not using the appropriate magnification. After helping them identify their mistakes, they
were impressed and continued with the assignment. Overall, there was an interactive session
that saw most of the students identifying the organelles and labeling them right.]
5. Analyzing Teaching
Refer to examples from the lessons
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 young adolescent
learning of the central focus (e.g., missed opportunities)?
Consider the variety of young adolescent 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).
[One of the changes I would implement in my instruction is ensuring that I do not generalize all
the students as some need special attention. One student has challenges with the English
language and finds it hard to cope with others when giving out instructions. Therefore, I will be
issuing instructions while ensuring that he is not left behind. I will also advocate for the student
to be reading English books more often to understand the language. Another student is a slow
learner and has to be taught slowly and repeatedly. Although she takes instructions to give, she
has a hard time understanding most of them. Therefore, I would like to take more attention to
her and be explaining what is expected. Also, I will be engaging her classmate friends in
explaining to her further. To ensure more understanding of the instructions given, I will be

Middle Childhood Science
Task 2: Instruction Commentary

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 6 of 6 | 6 pages maximum
All rights reserved. V06
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.
giving further explanations while providing examples. When I gave the dos and don’ts, most of
the students understood the instructions and did as expected. To promote responsiveness, I
would want to stop interrupting students and allow them to complete their comments.]
b. Why do you think these changes would improve young adolescent learning? Support your
explanation with evidence of young adolescent learning AND principles from theory
and/or research, including young adolescent development.
[Supporting the student in his language improvement would be beneficial to him in the learning
process. The language barrier is a major hindrance to learning and needs to be factored in
whenever learning is taking place. I support my students by ensuring that I use textual
explanation to ensure that they understand better. It is better to allow students to give their
views and then support them using what is in the text. I encourage and congratulate their
contributions to ensure that their learning development is enhanced. Behaviorism theory
requires that students acquire a behavior, reinforcement, and application (Angell, 2013).
Through constant repetition of a concept to students such as Maria, it will eventually lead to
learning.]

Angell, B. (2013). Behavioral theory. Encyclopedia of Social
Work. https://doi.org/10.1093/acrefore/9780199975839.013.30