Tuning Protocol

Author: Chris Burbank

Course Instructor: Dr. Bryan Matera

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 Table of Contents
Context for Learning – Pg. 3-7
Education Themes – Pg. 8-13
edTPA Lesson Plans – Pg. 14-32
Video of Lessons – Pg. 33
Lesson Reflection – Pg. 34-36
Student Data and Collection Tools – Pg. 37-40
Overall Reflection – Pg. 40-42
Resources – Pg. 43

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 Context for Learning
For this assignment, I completed my 10-week placement through the Rochester Public
School district. Rochester, Minnesota is currently the 3rd largest city in the state of Minnesota
(Population 121,465). Currently, there are 27 school located in the district There are 27 schools
in the district; 17 Elementary Schools, 4 Middle Schools, 3 High Schools, and 1 Alternative
Learning Center. There are over 18,100 students in the district, more than 80 spoken languages,
and approximately 85% of our students graduate from high school in four-years. For me, I was
placed at Longfellow Elementary School in the Southeast portion of the city. Unlike most
schools, Longfellow is a choice school. This means that student isn’t limited to enrollment
through predetermined boundaries. Rather, they are able to apply for enrollment and those
applications are accepted on a rolling basis. Longfellow Elementary is unique in that they don’t
follow the traditional academic calendar as the rest of the district. For Longfellow, they operate
on a 45-15 schedule. What this means is that on a 45-15 instructional calendar with school
beginning the last week of July, following a six-week summer vacation. Students attend school
each of the four instructional quarters for approximately 45 days followed by 15 days of
vacation with minimal four-day weeks due to holidays. During each 15-day break, students are
provided the opportunity to attend math and reading intervention classes (intersession) in the
morning for one week in October, January and in March.
The classroom that I was placed in is a fifth-grade classroom with 27 students, all of
whom have varying degrees of academic and social needs. Out of the 27 students, there are 11
that receive specialize instructional services through the districts Gifted and Talented Education
(GATE). These services are broken down into verbal and non-verbal, but all 11 students in this
class receive both. Currently, there are two students that receive special education services.
One student receives support in most academic areas, but he does not receive support in the
social emotional area. The other student is classified as Emotionally and Behaviorally Disturbed
(EBD), so he will receive support in helping his social skills and coping skills. Also, on top of the
direct support he has, he also has a Behavior Intervention Plan (BIP) to help to mitigate his
unruly behaviors if they happened during class time. One student receives speech services, but
they only receive it once a week and are in the process of being discharged from further
services. Finally, one student in class is formally an ESL learner, so they receive support through
the EL teacher to help the student with their overall ability to speak English.
When it comes to the instructional side, my cooperating teacher and his teammate
operate on a co-teaching model of instruction. This means that when they start their core
instructional time, they will bring their classes out to a common area that offers plenty of
spaces for student to spread out and collaborate with their peers. My CT and his teammate will
teach a lesson the group as a whole, then they divide their students depending on if they
require extra assistance or not. From there, the students work in pairs to finish up their
assignments as a team. The teachers will walk around the room to further assist students as

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needed, but the majority of students are able to finish with just the assistance of their table
mates.
Classroom and Common Space Example:

Classroom Shared Space

1. The social curriculum is as important as the academic curriculum.
The social curriculum holds equal importance to the academic curriculum in the
elementary school setting, playing a vital role in shaping children's overall development and
preparing them to become well-rounded individuals. While academic subjects focus on
imparting knowledge and cognitive skills, the social curriculum encompasses the emotional,
social, and behavioral aspects of a child's growth. It fosters essential life skills such as empathy,
communication, and collaboration, which are fundamental for success in both school and later
life.
Ruth Sidney Charney's influential book, "Teaching Children to Care: Classroom
Management for Ethical and Academic Growth," emphasizes the significance of creating a
caring and inclusive classroom environment. The book advocates for a strong emphasis on
social and emotional learning (SEL) as a foundation for academic achievement and personal
growth.
Several key reasons underscore the importance of the social curriculum alongside the
academic curriculum in elementary schools:
1. Holistic Development: Recognizing children as complex beings with emotions, social
needs, and diverse backgrounds, the social curriculum addresses their emotional and social
development. It ensures they become emotionally competent, empathetic, and capable of
forming healthy relationships.
2. Classroom Climate: A positive and nurturing classroom climate is crucial for effective
learning. When students feel cared for, supported, and connected, they are more likely to be
engaged and motivated in their academic pursuits.

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 3. Reduced Behavioral Issues: Integrating a social curriculum can lead to a reduction in
behavioral issues. By teaching children appropriate ways to communicate, resolve conflicts, and
manage their emotions, teachers can create a more harmonious and focused learning
environment.
4. Enhanced Academic Performance: Research shows that social and emotional skills
positively impact academic performance. Emotionally resilient students with strong
interpersonal skills are better equipped to handle challenges, work collaboratively, and persist
in their academic endeavors.
5. Conflict Resolution: The social curriculum equips students with conflict resolution
skills, enabling them to handle disagreements and differences of opinion constructively. This
fosters a culture of open communication and respect within the classroom.
6. Empathy and Tolerance: In today's diverse world, teaching empathy and tolerance is
essential. The social curriculum helps children develop understanding and appreciation for
different cultures, backgrounds, and perspectives.
7. Life-Long Skills: While academic knowledge is crucial, the skills developed through the
social curriculum are lifelong assets. They continue to benefit individuals in their personal and
professional lives long after they leave the classroom.
8. Bullying Prevention: A strong social curriculum can serve as a preventive measure
against bullying. By teaching students to care for one another and stand up against negative
behaviors, it creates a supportive environment that discourages bullying.
Incorporating the principles can create a classroom culture that fosters ethical behavior,
kindness, and responsibility. This not only enhances academic outcomes but also cultivates a
generation of compassionate and responsible citizens who can contribute positively to their
communities and the world. Ultimately, balancing the social curriculum with the academic
curriculum in the elementary school setting ensures that children receive a comprehensive
education that addresses both their intellectual growth and emotional well-being.
For our classroom, my cooperating teacher early on incorporates social emotional
lessons into his daily curriculum. It can be something as simple as having a rule that each
student says good morning to at least three other students in class, to setting aside time
throughout the day to have the students work on mindfulness through the use of guided
mediation. For example, and this is a daily occurrence, he will have the students sit quietly at
their desk after they come back in from recess. Once they are quiet, he will ring a bell and have
them listen intently until they can’t hear the sound anymore. Once they no longer hear the
sound, they are asked to lower their hands and stay quiet. Even though this exercise only takes
a few minutes, it quite noticeable the benefits the students gain from having a few minutes of
silent contemplation.

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2. How children learn is as important as what they learn; process and content go hand in
hand.
How children learn is just as significant as what they learn, and the process and content
are interconnected and complementary. This perspective is well supported by the book "Total
Participation Techniques" by Persida Himmele, which provides valuable insights into engaging
students actively in the learning process. They advocate for instructional strategies that
promote active learning and encourage every student's participation. These techniques ensure
that students are not passive recipients of information but are actively involved in constructing
their knowledge. When children are actively engaged in the learning process, they develop a
deeper understanding of the content and are more likely to retain the information.
One of the key benefits of focusing on how children learn is that it recognizes the
uniqueness of each student's learning style and preferences. Educational research has shown
that students have diverse learning preferences, including visual, auditory, and kinesthetic
learning styles. By incorporating various these techniques, teachers can accommodate these
differences and create a more inclusive learning environment, catering to the needs of all
learners.
This is where I found my CT teaching style to be the most beneficial for no-traditional
learners. Although there is a set curriculum to follow, he is able to provide ample
methodologies of differentiation for students to ensure they are all able to participate during
instructional time.
Moreover, active learning fosters critical thinking skills and problem-solving abilities.
When children are encouraged to participate, discuss ideas, and collaborate with their peers,
they develop higher-order thinking skills, enabling them to analyze information critically and
apply it in real-world scenarios. Total Participation Techniques also promote a positive and
engaging classroom atmosphere. When students are actively involved in their learning, they
feel a sense of ownership and enthusiasm, which enhances their motivation to learn. This
dynamic learning environment cultivates a love for learning, making the educational experience
more enjoyable and rewarding for students.
Another essential aspect of considering how children learn is the role of metacognition.
Total Participation Techniques encourage students to reflect on their learning processes and
monitor their understanding. By engaging in metacognitive practices, students become more
aware of their strengths and areas for improvement, promoting self-directed learning and
autonomy.
By better understanding how children learn and leveraging these techniques, educators
can create a more effective and enriching learning experience. The process and content are
intricately linked, and a balanced focus on both ensures that students develop a deeper
understanding of the subject matter while honing essential skills for lifelong learning. As

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educators, embracing this holistic approach to education can lead to better academic outcomes
and prepare students to become curious, engaged, and empowered learners.
3. Knowing the families of the children we teach and intentionally working with them as partners is
essential to each child’s growth -- academically, culturally, and developmentally.

In Carol Garhart Mooney's book, "Theories of Childhood," the importance of knowing

the families of the children we teach and actively collaborating with them as partners is
underscored. The quote highlights a fundamental truth in education - that a child's growth,
academically, culturally, and developmentally, is deeply intertwined with the support and
involvement of their families.
Understanding the unique backgrounds, values, and experiences of each child's family
allows educators to create a more holistic and personalized learning environment. When
teachers establish strong relationships with families, they gain invaluable insights into the
child's interests, strengths, and areas of growth. This knowledge enables educators to tailor
their instructional approaches and address the individual needs of each student more
effectively.
Collaborating with families also fosters a sense of trust and respect between the school
and the child's home. It nurtures a partnership that promotes the child's learning and well-
being throughout their educational journey. Family involvement in a child's education has been
proven to correlate positively with academic achievement, social-emotional development, and
overall school success.
Furthermore, cultural sensitivity and awareness are essential in the educational setting.
Recognizing and celebrating the diverse backgrounds and experiences of students and their
families not only enhances the learning environment but also helps in promoting inclusivity and
a sense of belonging for all learners. Many renowned theorists, such as Erik Erikson and Lev
Vygotsky, have stressed the importance of the social environment and interpersonal
relationships in shaping a child's growth and understanding of the world. Family, being the
child's primary social context, plays a central role in influencing their cognitive, emotional, and
social development.
As educators, it is imperative to recognize and value the families of our students as
essential partners in their learning journey. By working hand in hand with families, we can
create a nurturing and supportive environment that empowers each child to reach their full
potential and thrive both inside and outside the classroom.

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Classroom Practices
1. Morning Meeting
Morning meetings have become increasingly popular in elementary schools as a powerful
tool to set a positive tone for the day and promote a sense of community within the classroom.
These gatherings offer a structured time for students to engage in meaningful interactions,
build relationships, and develop essential social-emotional skills. In this essay, we will explore
the importance of morning meetings for elementary school students, drawing insights from
educational research and expert opinions.
One of the primary benefits of morning meetings is the establishment of a positive
classroom culture. According to research conducted by the Collaborative for Academic, Social,
and Emotional Learning (CASEL), a positive classroom climate enhances students' motivation,
engagement, and overall well-being (CASEL, 2008)1. Morning meetings create a safe and
welcoming environment where students feel valued and respected, fostering a sense of
belonging and emotional security.
Morning meetings provide an opportunity for students to develop vital social-emotional
skills, such as communication, active listening, empathy, and self-regulation. A study by Jones
and Bouffard (2012)2 found that regular morning meetings positively impacted students'
emotional competence and conflict resolution abilities. These skills not only contribute to
improved classroom dynamics but also lay the foundation for healthy relationships in various
settings throughout their lives.
Contrary to the belief that morning meetings take away valuable instructional time,
research suggests that investing time in fostering social-emotional development can have a
positive impact on academic performance. A meta-analysis by Durlak et al. (2011)
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demonstrated that school-based social-emotional learning programs improved students'
academic achievement by 11 percentile points. Morning meetings, as part of a comprehensive
social-emotional learning approach, can contribute to improved concentration, focus, and
overall academic success.
Morning meetings enable teachers to connect with their students on a personal level. As
stated in a research brief by the National Center for Mental Health Promotion and Youth
Violence Prevention (2012)4, strong teacher-student relationships enhance students' social and
1
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2008). Safe and sound: An educational leader's guide to evidence-based
social and emotional learning programs.

2
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4).

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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional
learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

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National Center for Mental Health Promotion and Youth Violence Prevention. (2012). Building teacher-student relationships. School-based

social and emotional learning (SEL) programming.

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emotional well-being and promote positive behavior in the classroom. The morning meeting
provides an informal setting for teachers to demonstrate care and interest in their students'
lives beyond academics, fostering a sense of trust and rapport.
In addition to strengthening teacher-student relationships, morning meetings encourage
peer-to-peer interactions. During these gatherings, students collaborate, share ideas, and work
together on various activities. This cooperative learning experience helps develop teamwork
skills and nurtures a sense of camaraderie among students, contributing to a more harmonious
and supportive classroom atmosphere.
Morning meetings play a vital role in promoting a positive and inclusive learning
environment for elementary school students. By fostering social-emotional skills, building
teacher-student relationships, and enhancing academic performance, these gatherings
contribute significantly to students' overall development and well-being. As educators
recognize the importance of nurturing both the academic and social-emotional aspects of their
students, incorporating morning meetings into daily routines emerges as a valuable practice
that benefits students well beyond their elementary school years.
2. Rule Creation
In the elementary classroom, the process of rule creation as a collaborative effort
between students and teachers holds significant importance in fostering a positive and inclusive
learning environment. When students actively participate in the rule-making process, they feel
a sense of ownership and responsibility, leading to increased engagement and adherence to the
established guidelines.
Research by Guryan, Hurst, and Kearney (2008)5 supports the idea that involving
students in rule creation enhances their sense of autonomy and self-regulation. By collectively
discussing and formulating rules, children develop a deeper understanding of the rationale
behind them, which can promote better behavior and decision-making. This sense of ownership
also encourages students to hold themselves and their peers accountable for adhering to the
agreed-upon rules.
Additionally, a collaborative approach to rule creation fosters a positive teacher-student
relationship. Getting students involved in the rule-making process leads to greater teacher-
student cooperation and mutual respect. When teachers actively listen to their students'
perspectives and incorporate their input into the classroom rules, it sends a message that their
opinions are valued and considered, ultimately building a more supportive and caring learning
environment.
Furthermore, the collaborative rule-making process promotes the development of
essential social and communication skills among students. As children discuss and negotiate

5
Guryan, Jonathan, Erik Hurst, and Melissa Kearney. 2008. "Parental Education and Parental Time with Children." Journal of Economic
Perspectives, 22 (3): 23-46.

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rules together, they learn to express their ideas clearly, listen to others, and compromise when
necessary. These skills are crucial for building positive peer relationships and for future success
in various aspects of life.
The collaborative creation of rules in the elementary classroom, involving both students
and teachers, has numerous benefits. It empowers students, strengthens teacher-student
relationships, and fosters critical social and communication skills. By citing research findings, we
recognize the empirical evidence supporting the significance of this approach and highlight its
potential to enhance the overall learning experience for elementary students.
3. Interactive Modeling
Interactive modeling is a powerful teaching technique in the elementary classroom that
plays a crucial role in establishing clear expectations and promoting a positive learning
environment. Interactive modeling involves the teacher explicitly demonstrating desired
behaviors and actions while actively involving students in the process. Through this hands-on
approach, students not only observe but also participate in practicing the modeled behavior,
fostering a deeper understanding of expectations and procedures.
According to "The First Six Weeks," the benefits of interactive modeling are far-reaching.
First and foremost, it helps build a sense of community within the classroom, as students work
together to understand and adhere to shared norms and routines. As they engage in interactive
modeling, students feel a sense of ownership over the established rules and procedures, which
leads to increased accountability and cooperation.
Moreover, interactive modeling provides a safe and supportive space for students to
learn from their teacher and peers. It allows them to make mistakes, seek clarification, and
receive constructive feedback, all of which contribute to their overall growth and development.
By incorporating interactive modeling into the early weeks of the school year, teachers
set the stage for a successful and productive academic year. It establishes a strong foundation
for effective classroom management, as well as a positive and inclusive learning environment
where students feel valued, engaged, and empowered.
In summary, interactive modeling is a dynamic approach to teaching expectations and
procedures in the elementary classroom. Its emphasis on student involvement and
collaboration fosters a sense of community and accountability while providing a supportive
space for students to learn and grow. As a result, interactive modeling is an essential tool for
creating a positive and successful learning experience for elementary students.
4. Positive Teacher Language
Positive teacher language plays a vital role in shaping the learning experience and
fostering a supportive atmosphere in the elementary school classroom. The way teachers

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communicate with their students can significantly impact their motivation, self-esteem, and
overall academic performance.
Research by Skinner and Belmont (1993)6 emphasizes the significance of positive
teacher language in the educational context. Their study showed that teachers who frequently
used positive language, such as words of encouragement, praise, and affirmation, had a more
positive influence on students' attitudes towards learning. Students were more likely to feel
valued, respected, and engaged in the learning process when exposed to such affirmative
language.
Incorporating positive teacher language also contributes to building strong teacher-
student relationships. Positive teacher-student relationships are crucial for creating a
supportive classroom environment and enhancing students' emotional well-being. When
teachers use positive language, it fosters a sense of trust and safety, making students more
comfortable in expressing themselves and seeking help when needed.
The use of positive teacher language can enhance students' self-belief and self-efficacy.
A positive teacher feedback and communication significantly influenced students' perceptions
of their own abilities. Encouraging words and constructive feedback can boost students'
confidence, empowering them to take on challenges and persist in their efforts to learn.
Beyond the immediate impact on student behavior and motivation, positive teacher
language also contributes to a positive classroom culture. According to a report by the National
Council of Teachers of English (NCTE), creating a positive classroom culture is linked to
increased student engagement, improved academic performance, and decreased behavioral
issues. Positive language fosters a sense of belonging and creates a supportive learning
environment where students feel valued and respected, enhancing their overall learning
experience.
In conclusion, positive teacher language is a powerful tool that significantly influences
the elementary school classroom's atmosphere and students' learning outcomes. If we can
recognize it impact on student motivation, self-esteem, and overall well-being. Encouraging and
affirming language from teachers not only builds strong teacher-student relationships but also
contributes to a positive classroom culture that promotes academic success and personal
growth for all students.

5. Academic Choice
In the elementary school classroom, the concept of academic choice is a powerful
pedagogical approach that empowers students and enhances their learning experience.
Inspired by the book "The First Six Weeks”, the idea of academic choice encourages students to
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Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across
the school year. Journal of Educational Psychology, 85(4), 571-581.

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take an active role in their education by providing them with opportunities to make decisions
about their learning.
Offering academic choice allows students to have a sense of autonomy and ownership
over their educational journey. When students have a say in the topics they study, the projects
they undertake, or the methods they use to demonstrate their understanding, they become
more invested in their learning process. This increased engagement can lead to higher levels of
intrinsic motivation, as students feel a sense of responsibility and pride in their
accomplishments.
Furthermore, academic choice promotes differentiated instruction, catering to
individual students' unique learning styles, interests, and abilities. Differentiation in the
classroom is essential to meet the diverse needs of students effectively. When students are
given choices, teachers can better accommodate different learning preferences, allowing each
student to reach their fullest potential.
Additionally, the concept of academic choice fosters essential life skills such as decision-
making and problem-solving. By making choices and facing the consequences, students develop
critical thinking skills and learn to take ownership of their learning outcomes. These skills go
beyond the classroom, preparing students for future challenges and responsibilities.
Moreover, academic choice nurtures a positive and inclusive classroom culture. When
students' voices are heard and respected, they feel valued as individuals, contributing to a
sense of belonging and community within the classroom. This sense of belonging can positively
impact students' overall well-being and lead to improved collaboration and cooperation among
peers.
The concept of academic choice in the elementary school classroom holds great value in
empowering students and enhancing their learning experience. The benefits of providing
students with autonomy in their education, including increased engagement, differentiated
instruction, and the development of essential life skills. Embracing academic choice not only
fosters a positive and inclusive learning environment, but also equips students with the tools
they need to become independent and lifelong learners.
6. Collaborative Problem Solving
Collaborative problem solving in the elementary school classroom is a valuable
approach that not only enhances students' academic abilities but also nurtures critical social
and emotional skills. Research by Vygotsky (1978)7 highlights the significance of social
interaction and collaboration in children's cognitive development. When students work
together to solve problems, they engage in a process of shared learning and construct new
knowledge collectively.

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(1978). Mind in society: The development of higher psychological processes. L. S. Vygotsky. Harvard U Press.

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 One of the key benefits of collaborative problem solving is the opportunity it provides
for students to communicate and express their ideas openly. As they discuss various
perspectives and solutions, students learn to listen actively and respect their peers' opinions.
This fosters a sense of empathy and understanding, promoting positive peer relationships and a
supportive classroom culture.
Collaborative problem solving also nurtures essential teamwork and communication
skills, which are crucial for success in both academic and real-world settings. Studies have found
that cooperative learning strategies, which often involve collaborative problem solving,
significantly improved students' academic achievement and interpersonal skills. By working
together, students learn to negotiate, compromise, and distribute tasks effectively, building a
strong foundation for future collaborative endeavors. Collaborative problem solving also
enhances students' problem-solving abilities. As students interact with their peers, they
encounter diverse perspectives and approaches to tackling challenges. This exposure to
different ways of thinking fosters creative thinking and promotes the exploration of alternative
solutions. In this way, students develop a broader problem-solving repertoire, enabling them to
face complex issues with confidence and adaptability.
Collaborative problem solving can positively impact students' self-esteem and
confidence. When students actively participate in problem-solving discussions and contribute
valuable ideas, they feel a sense of competence and pride in their abilities. This positive
reinforcement can lead to increased motivation and a willingness to take on more challenging
tasks.
To wrap up, collaborative problem solving in the elementary school classroom is
essential for fostering a well-rounded and enriched learning experience. Through collaboration,
students not only develop critical academic skills but also enhance their social, emotional, and
communication abilities.

Student Teaching edTPA Format Lesson Plan

Teacher Candidate Name: Christopher Burbank

Grade & Subject Area:5th Grade – Math
Personal Goal:
Classroom management and student engagement

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 5th Grade Math – Estimation Introduction Lesson
Lesson Title
MN/CC State Standard(s) 5.1.1.4 - Solve real-world and mathematical problems requiring
-direct quotes from MN standards addition, subtraction, multiplication and division of
documents multi-digit whole numbers. Use various strategies and
-if only focusing on one part of a given the context of the problem to assess the
standard, underline the part being reasonableness of results.
focused on.
MN ELA Standards
MN Math Standards
MN Science Standards
MN Social Studies Standards
MN Health Standards (National
Health Education
Standards)
Central Focus Students will build upon prior knowledge to estimate the
-derived from standard overall price of a product, and assess the
-communicates general goal reasonableness of their result.
Learning Target for this Lesson Through engaging gameplay and estimation challenges, by
-concisely says what students will be able the end of this lesson, you will demonstrate an
to know and do understanding of estimation by accurately
-start with appropriate language function
(active verb)
approximating the price of a product and explaining
your reasoning, setting the stage for further
exploration of this mathematical concept.
Academic Language (AL) Estimate, Rounding, Approximate
A.Domain-specific academic vocab
B. General Academic vocab (words
used in school across many subject
Infer, Prior Knowledge, Justify
areas
C. Syntax Sentence Frame: Example
sentence that students can use to
accomplish target Using prior knowledge, how can we make a accurate
D.Point in lesson where students will estimation on how much a product will cost?
be given opportunity to use
Academic Vocabulary. (must be Once you estimate the price of a product, can you please
included in TA videotape
segments) explain the estimation?
For this lesson, the students will have the chance to use
this academic vocabulary throughout during their
participation in the lesson, discussions with
classmates, or asking questions of the teacher.
Needed Due to the nature of the lesson for today, there will be
Modifications/Supports minimal support that will be needed for the
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 Identify how some form of additional students. At the start of the lesson, the teacher will
support will be provided for take the time to slowly and deliberately ask the
some aspect of the lesson for
given student(s). Ex:
students if they have any outstanding questions in
-visual, graphic, interactive regards to the rules of the game. If there is a
-reduced text, rewritten text, fill in the continuation of questions, the teacher can work
blank notes, word banks with students on a 1-to-1 basis to help them as
-graphic organizers, sentence frames needed.

Resources & Materials Needed 1. A variety of product images or descriptions with prices
-When submitting the lesson plan, 2. Whiteboard or chart paper
provide copies of all workbook 3. Markers
pages, worksheets, graphic
organizers, etc. that will be used
4. Individual whiteboards or paper for students
during the lesson.

Lesson Part Activity description/Teacher does Students do

Phase 1: State Target & The teacher will begin by engaging
Activate Prior Knowledge students with a discussion
a) Post the learning target about estimation. Ask:
statement and indicate "What does it mean to
whether the teacher or The students will listen to the teacher exp
student(s) will read it aloud.
estimate something? Why is
b) Engage students in activity to estimation important in
elicit/build prior background everyday life?" The teacher
knowledge will then explain the The
objective of the lesson: to lesson will start
understand and apply by involving the
estimation by playing a students in a
game where students guess conversation
the price of various products about
to the nearest cent without estimation. They
going over. Show a few will be asked:
product images or "What is the
descriptions and ask meaning of
students to make an initial estimating? Why
estimate of each product's do we use
price. estimation in our
daily lives?" Next,
the teacher will
clarify the
lesson's goal: to
comprehend and
utilize estimation
through a game

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 where students
will guess the
price of different
products, aiming
to get the closest
estimate to the
nearest cent
without
exceeding.
Students will be
shown a few
product images
or descriptions
and tasked with
providing their
initial estimates
for the price of
each product.
Phase 1: Assessment The teacher will informally walk around The students will show
-Explain the plan to capture the room and see the answers their white boards
data from this part of the that students are writing. This to their teacher to
lesson will serve as a good check in for show their
later to see which students are answers and work.
understanding the key If needed, the
concepts, and which students students should
will need further assistance. ask for further
assistance.
Phase 2: Teacher Discuss with students the strategies The students will listen to
Input/Inquiry they could use to estimate the the teacher explain
-Explain procedures price of a product. Include further the
-Demonstrate the task strategies such as rounding, purpose of the
-Teacher think aloud using benchmarks, considering lesson today. They
place value, or thinking in will ask any further
multiples. Write these clarifying
estimation strategies on the questions as
whiteboard or chart paper. needed.

Phase 2: Assessment The teacher will informally walk check The students The students
-Explain the plan to check for in with students to determine will show their
understanding of as a way to check for work to their
steps/procedures understanding. teacher as a way
demonstrated in his phase. to show they are
understanding the
source materials.

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Phase 3: Guided Practice Provide each the class with a product The students will listen
-Paired/collaborative work image or description and ask to their teacher
-Teacher(s) may roam & assist them to estimate the price to explain the next
the nearest cent using the steps in the
strategies discussed.
lesson. They will
Circulate among the groups, guiding then work either
their estimation process and with a group, or
encouraging them to explain independently,
their reasoning. to show their
work on how
they estimated
the price of the
product.
Phase 3: Assessment The teacher will informally check with The students will show
-Explain the plan to check for students/groups to see if they their work during
the students’ ability to apply are understanding the key the course of the
demonstrated concepts of the lesson. game, using their
steps/procedures during learned strategies
guided practice to better make
their estimations
on the prices of
the product.
Phase 4: Independent Hand out individual product images or Each student/group will
Practice descriptions to each student receive a picture of
-Explain what students will do and ask them to estimate the a product and will
during individual student work price to the nearest cent on be asked to make
their own, using one of the their own
estimation strategies estimation on the
discussed. price to the
nearest cent, using
the estimation
strategies
discussed during
the course of the
lesson.
Phase 4: Assessment The teacher will explain the rules of After listening to the
-Explain the plan to check for the estimation game: Each teacher explain the
the students’ ability to apply student will take turns rules of the game,
demonstrated the students will
steps/procedures during
guessing the price of a
then participate in
independent practice. product, aiming to get as
the game and
close as possible to the
attempt to win the
actual price without going rounds.
over. The student with the
closest estimate wins that
round. Start the game,

17
 allowing students to take
turns and providing positive
feedback on their estimates.
Phase 5: Restatement & The students will gather
Closure Gather the class and discuss the game. back as a group
-Restate the learning target Ask students to reflect on their and reflect with
-Explain a planned opportunity estimation strategies and how the teacher on the
for students to self-assess accurate their guesses were. key concepts from
their perceived level of Summarize the importance of the lesson, and the
mastery for the target. estimation and how it can help importance that
in making informed decisions in estimation has on
various situations. how to make
informed decisions
in various
situations.
Phase 6: Summative Next Since this lesson is to serve as a Due to the nature of this
Steps introduction to the idea of lesson being a
Describe the needed next steps of estimation for students, the game, as well as a
instruction for these first introduction,
groups of students: summative next steps would
the students will
be for the teacher to take
-What are the next steps for the be gaining base
note on which student was
students who do meet the level knowledge
expected learning target? having issues. For those for further lessons
(Extend slightly? Transfer to a students that seemed to on estimation.
new situation or topic? How have a solid grasp on the
will this take place?)
subject material, they can be
-What are the next steps for the used later as peer helpers
students who do not meet the for those students that may
expected learning target?
(Reteach or provide additional
need extra help.
opportunities? How will this
take place?)

18
 Student Teaching edTPA Format Lesson Plan

Teacher Candidate Name: Christopher Burbank

Grade & Subject Area:5th Grade – Math
Personal Goal:
Classroom management and student engagement

5th Grade Math – Lesson 2-8 – Power of 10 and Estimation

Lesson Title
MN/CC State Standard(s) 5.1.1.4 - Solve real-world and mathematical problems requiring
-direct quotes from MN standards addition, subtraction, multiplication and division of
documents multi-digit whole numbers. Use various strategies and
-if only focusing on one part of a given the context of the problem to assess the
standard, underline the part being reasonableness of results.
focused on.

19
 MN ELA Standards
MN Math Standards
MN Science Standards
MN Social Studies Standards
MN Health Standards (National
Health Education
Standards)
Central Focus Students will build upon prior knowledge (Base-10
-derived from standard multiplication) to estimate products and explain
-communicates general goal reasoning
Learning Target for this Lesson The students will be able to use the power of 10 to estimate
-concisely says what students will be able answers to problems, as well as being able to explain
to know and do their thinking clearly and precisely.
-start with appropriate language function
(active verb)

Academic Language (AL) Base-10, Base-5, Standard Notation, Exponential Notation

A. Domain-specific academic
vocab
B. General Academic vocab (words
Multiply, Divide, Add, Subtract, Estimation
used in school across many subject
areas
C. Syntax Sentence Frame: Example
sentence that students can use to What base facts do we know that can help us with our
accomplish target understanding?
D.Point in lesson where students will What fact do we know that can help us make a well-
be given opportunity to use reasoned estimation?
Academic Vocabulary. (must be
included in TA videotape
segments)
For this lesson, the students will have the chance to use
this academic vocabulary throughout during their
participation in the lesson, discussions with
classmates, or asking questions of the teacher.
Needed Students will be partnered based on each student (those
Modifications/Supports students with stronger abilities will work with lower
Identify how some form of additional level students to help them focus, as well as cheer
support will be provided for them on as they work through problems). For early
some aspect of the lesson for
given student(s). Ex:
finishers, they will have the chance to start on their
-visual, graphic, interactive assignment (Home Link 2-8) once they have
-reduced text, rewritten text, fill in the completed their work and their math boxes. For
blank notes, word banks students that will be requiring extra time, they will
-graphic organizers, sentence frames be offered the chance to finish their work later in
the day during independent work time. MD will
also have the chance to work with his SPED teacher
during his scheduled intervention time as well.

20
Resources & Materials Needed 1. Everyday Math – Teacher Edition (Online)
-When submitting the lesson plan, 2. Copies of Home Link 2-8
provide copies of all workbook 3. Student Math Journal
pages, worksheets, graphic
organizers, etc. that will be used
4. Pack of Cards for Multiplication Top-It
during the lesson. 5. Hand out of the Freight Train Wrap-Around worksheet

Lesson Part Activity description/Teacher does Students do

The teacher will discuss the The students will listen to
students the learning target the teacher explain
for the day. After that, the the nature of the
Phase 1: State Target & lesson, then will
teacher will lead the
Activate Prior need to get their
students through the
Knowledge white boards and
opening Mental Math
a) Post the learning target markers. As
statement and indicate problems. For this exercise, directed by the
whether the teacher or the students will need their teacher, they will
student(s) will read it aloud. white board and markers. At need to solve the
b) Engage students in activity to the direction of the teacher, problem, as well as
elicit/build prior background
the students will need to showing the
knowledge
show their work as they teacher how they
work to solve the word got to their answer.
problems.

Phase 1: Assessment The teacher will informally walk The students will show
-Explain the plan to capture around the room and see the their white boards
data from this part of the answers that students are to their teacher to
lesson writing. This will serve as a show their answers
good check in for later to see and work. If
which students are needed, the
understanding the key students should ask
concepts, and which students for further
will need further assistance. assistance.
Phase 2: Teacher The teacher will then discuss with the The students will listen to
Input/Inquiry students that knowledge of the teacher explain
-Explain procedures how to use their ten facts can further the purpose
-Demonstrate the task help them with solving of the lesson today.
-Teacher think aloud problems called extended They will ask any
multiplication facts. For further clarifying
example: 4x5x10 can be questions as
rewritten as 40x50 and the needed.
same answer will have been
had for both instances. The
teacher will discuss with the
students that they can figure

21
 out how many zeros are
attached to the answer by
counting the zeros on the
power of 10 or by using the
exponent.
Phase 2: Assessment The teacher will then explain to the The students will work
-Explain the plan to check for students that the power of 10 collaboratively with
understanding of that they are working with will their
steps/procedures decide how many zero’s they teacher/elbow
demonstrated in his phase. will need to add to their final partner to solve
product. If 10 is to the 2nd increasingly harder
power, then they will need to questions that deal
add two additional zeros to with multiplying by
their final answer. The teacher the power of 10.
will work with the students
through a few more problems,
stopping and ensuring that
students have a degree of
understanding.
Phase 3: Guided Practice The next portion of the lesson will deal The students will listen
-Paired/collaborative work with using their prior to their teacher
-Teacher(s) may roam & assist knowledge of the power of 10, explain the next
but this time using it to steps in the
estimate what an answer will
lesson, and
be. For example: The students
especially on how
will need to figure out if a
hardware store’s adverting is they can use their
truthful with its claim that its knowledge of the
inventory of ladders would be power of 10 to
taller than the Empire State estimate answers
Building. that can help
The students will then work with them.
their partner to solve the
problems on page 56 in their
math journal. The students will then work wi

Phase 3: Assessment The teacher will roam and assist The students will work
-Explain the plan to check for students as needed as they collaboratively to
the students’ ability to apply work on finishing the questions finish their work on
demonstrated in their math journals. The page 57. Once they
steps/procedures during teacher will check their work are finished, they
guided practice upon their completion will have their
teacher check their
work for
completion.

22
Phase 4: Independent Once the students have completed Once they have completed
Practice their work on page 57, they their math journal
-Explain what students will do will next be given their exit assignments, the
during individual student work ticket (Home Link 2-8) as their students will then
homework. Students will be be given Math Link
able to finish this either during 2-8 to complete for
class time, as well as during homework. Once
their independent worktime they have finished,
throughout the day. They will they will need to
need to turn the assignment in hand it in to the
for a grade upon completion. teacher for a grade.

Phase 4: Assessment The teacher will grade Home Link 2- The students, once they
-Explain the plan to check for 8 upon the student’s have finished
the students’ ability to apply completion to check for Home Link 2-8, will
demonstrated then need to pass
steps/procedures during
understanding of the
that into the
independent practice. material.
teacher for a grade.

Phase 5: Restatement & The students will group

Closure At the end of the lesson, the teacher back together with
-Restate the learning target will group back together with their teacher, listen
-Explain a planned opportunity the students and ask if any as they explain the
for students to self-assess further clarification will be rationale behind
their perceived level of required. the lesson for
mastery for the target. today, and then be
afforded the
chance to ask any
further questions
of the teacher.
Phase 6: Summative Next For the students that DO NOT meet For the students that DO
Steps the learning target, they will NOT meet the
Describe the needed next steps of meet with the teacher to learning target,
instruction for these they will meet with
groups of students: play a few rounds of
the teacher to play
Multiplication Top-It. In this
-What are the next steps for the a few rounds of
game, the student and
students who do meet the Multiplication Top-
expected learning target? teacher will take turns It. In this game, the
(Extend slightly? Transfer to a drawing two cards, student and
new situation or topic? How attaching a number to the teacher will take
will this take place?)
first card, then multiplying it turns drawing two
-What are the next steps for the by the second card and cards, attaching a
students who do not meet the using that answer as their number to the first
expected learning target?
score. Whoever has the card, then
(Reteach or provide additional
opportunities? How will this highest scores by the end of multiplying it by
take place?) five rounds will be the the second card
and using that
winner. This will be

23
 completed during answer as their
independent score. Whoever has
worktime/check in time. the highest scores
by the end of five
rounds will be the
For students that DO MEET the
winner. This will be
learning target, they will be
completed during
given an additional independent
worksheet that has them worktime/check in
trying to figure out if a time.
certain number of train cars
will be long enough to For students that DO
stretch around the world. MEET the
This can be found in the learning target,
Every Day Math – Teacher they will be given
Edition in the appendix. It is an additional
labeled Freight Train Wrap- worksheet that
Around. has them trying
to figure out if a
certain number of
train cars will be
long enough to
stretch around
the world. This
can be found in
the Every Day
Math – Teacher
Edition in the
appendix. It is
labeled Freight
Train Wrap-
Around.

24
 Student Teaching edTPA Format Lesson Plan

Teacher Candidate Name: Christopher Burbank

Grade & Subject Area:5th Grade – Math
Personal Goal:
Classroom management and student engagement

5th Grade Math – Lesson 2-3 – Power of 10 and Estimation

Lesson Title
MN/CC State Standard(s) 5.1.1.4 - Solve real-world and mathematical problems requiring
-direct quotes from MN standards addition, subtraction, multiplication and division of
documents multi-digit whole numbers. Use various strategies,
-if only focusing on one part of a given including the inverse relationships between
standard, underline the part being operations, the use of technology, and the context of
focused on. the problem to assess the reasonableness of results.
MN ELA Standards
MN Math Standards
MN Science Standards
MN Social Studies Standards
MN Health Standards (National
Health Education
Standards)
Central Focus Students will build upon prior knowledge (Base-10
-derived from standard multiplication) to estimate products and explain
-communicates general goal reasoning
Learning Target for this Lesson The students will be able to use the power of 10 to estimate
-concisely says what students will be able answers to problems, as well as being able to explain
to know and do their thinking clearly and precisely.
-start with appropriate language function
(active verb)

Academic Language (AL) Base-10, Base-5, Standard Notation, Exponential Notation

A. Domain-specific academic
vocab
B. General Academic vocab (words
Multiply, Divide, Add, Subtract, Estimation
used in school across many subject
areas

25
 C. Syntax Sentence Frame: Example What base facts do we know that can help us with our
sentence that students can use to understanding….
accomplish target
D.Point in lesson where students will
What fact do we know that can help us make a well-
be given opportunity to use reasoned estimation…..
Academic Vocabulary. (must be
included in TA videotape
segments) For this lesson, the students will have the chance to use
this academic vocabulary throughout during their
participation in the lesson, discussions with
classmates, or asking questions of the teacher.
Needed Students will be partnered based on each student (those
Modifications/Supports students with stronger abilities will work with lower
Identify how some form of additional level students to help them focus, as well as cheer
support will be provided for them on as they work through problems). For early
some aspect of the lesson for
given student(s). Ex:
finishers, they will have the chance to start on their
-visual, graphic, interactive assignment (Home Link 2-3) once they have
-reduced text, rewritten text, fill in the completed their work and their math boxes. For
blank notes, word banks students that will be requiring extra time, they will
-graphic organizers, sentence frames be offered the chance to finish their work later in
the day during independent work time. MD will
also have the chance to work with his SPED teacher
during his scheduled intervention time as well.
Resources & Materials Needed 1. Everyday Math – Teacher Edition (Online)
-When submitting the lesson plan, 2. Copies of Home Link 2-8
provide copies of all workbook 3. Student Math Journal
pages, worksheets, graphic
organizers, etc. that will be used
4. Pack of Cards for Multiplication Top-It
during the lesson.

Lesson Part Activity description/Teacher does Students do

Phase 1: State Target & The teacher will discuss the The students will listen to
Activate Prior students the learning target the teacher explain
Knowledge for the day. After that, the the nature of the
a) Post the learning target teacher will lead the lesson, then will
statement and indicate need to get their
students through the
whether the teacher or white boards and
student(s) will read it aloud.
opening Mental Math
markers. As
b) Engage students in activity to exercises. For this exercise, directed by the
elicit/build prior background the students will need their teacher, they will
knowledge white board and markers. At need to write a
the direction of the teacher, number in either
the students will need to standard or
convert between standard exponential
and exponential notation, notation. When

26
 recording their answers on they are finished,
their boards and turning they will show their
them around at the right board to the
time. teacher.

Phase 1: Assessment The teacher will informally walk The students will show
-Explain the plan to capture around the room and see the their white boards
data from this part of the answers that students are to their teacher to
lesson writing. This will serve as a show their answers
good check in for later to see and work. If
which students are needed, the
understanding the key students should ask
concepts, and which students for further
will need further assistance. assistance.
Phase 2: Teacher The teacher will then discuss with the The students will listen to
Input/Inquiry students that knowledge of the teacher explain
-Explain procedures how to use their ten facts can further the purpose
-Demonstrate the task help them with solving of the lesson today.
-Teacher think aloud problems called extended They will ask any
multiplication facts. For further clarifying
example: 4x5x10 can be questions as
rewritten as 40x50 and the needed.
same answer will have been
had for both instances. The
teacher will discuss with the
students that they can figure
out how many zeros are
attached to the answer by
counting the zeros on the
power of 10 or by using the
exponent.
Phase 2: Assessment The teacher will then explain to the The students will work
-Explain the plan to check for students that the power of 10 collaboratively with
understanding of that they are working with will their
steps/procedures decide how many zero’s they teacher/elbow
demonstrated in his phase. will need to add to their final partner to solve
product. If 10 is to the 2nd increasingly harder
power, then they will need to questions that deal
add two additional zeros to with multiplying by
their final answer. The teacher the power of 10.
will work with the students
through a few more problems,
stopping and ensuring that
students have a degree of
understanding.
Phase 3: Guided Practice The next portion of the lesson will deal The students will listen
-Paired/collaborative work will see the students play a to the teacher

27
 -Teacher(s) may roam & assist game called “Name That explain the game
Number”. Although the game that they will be
itself can be used to cover a playing. Once the
wide array of mathematical teacher is
operations, for this lesson the
finished with
students will focus on
explaining the
practicing with their
multiplication skills. The game, the
teacher will explain the rules to students should
the students, break the then ask clarifying
students up into pairs, then questions if
the students will spend the needed.
next 15-20 minutes practicing
their mathematical skills.
Students are encouraged to
use different strategies, mental
math, and creative thinking to
come up with various
combinations of smaller
numbers and operations that
yield the target number.

Phase 3: Assessment The teacher will walk around and The students will play the
-Explain the plan to check for observe the students as they game with their
the students’ ability to apply are playing the game. The partner, tying their
demonstrated teacher should take note of hardest to come up
steps/procedures during their engagement and with the largest
guided practice participation. Ask probing equitation.
questions to individual
students or the entire class
about the strategies they used
to reach the target number.
Encourage students to explain
their thought process and the
reasoning behind their
calculations.
Phase 4: Independent After the set amount of time has been The students will
Practice eclipsed, the teacher will call participate in a
-Explain what students will do the students back and arrange class wide
during individual student work a group discussion where the discussion on the
teacher will then allow for game that they just
students to share their played. They
strategies and approaches. As should share any
the discussion takes, the strategies that
teacher should encourage the worked best for
student to listen to their peers’ them, any struggles
strategies. Upon the that they may have

28
 completion of the discussion, had, or anything
the teacher will then have the else that they feel
students work on the math like they would like
boxes on page 57. This can be to contribute. After
done with or without a the discussions
partner. have finished, the
students will then
work on the math
boxes on page 57.
This can be done
with or without a
partner.
Phase 4: Assessment Once the students have completed The students, once they
-Explain the plan to check for their math journals, they will have finished with
the students’ ability to apply then hand them in for their math journals,
demonstrated will then need to
steps/procedures during
grading to the teacher. This
pass that into the
independent practice. would be a good time for
teacher for a grade.
the teacher to check and see
where the students are
individually, and if more
clarification may be needed.
Phase 5: Restatement & The students will group
Closure At the end of the lesson, the teacher back together with
-Restate the learning target will circle the group back their teacher, listen
-Explain a planned opportunity together and hand out the as they explain the
for students to self-assess assignment for the evening rationale behind
their perceived level of (HomeLink 2-8). The teacher the lesson for
mastery for the target. should allow for the students today, get a copy of
to ask any clarifying questions their homework for
as needed. the evening, and
then be afforded
the chance to ask
any further
questions of the
teacher.
Phase 6: Summative Next For the students that DO NOT meet For the students that DO
Steps the learning target, they will NOT meet the
Describe the needed next steps of meet with the teacher to learning target,
instruction for these they will meet with
groups of students: play a few rounds of
the teacher to play
Multiplication Top-It. In this
-What are the next steps for the a few rounds of
game, the student and
students who do meet the Multiplication Top-
expected learning target? teacher will take turns It. In this game, the
(Extend slightly? Transfer to a drawing two cards, student and
new situation or topic? How attaching a number to the teacher will take
will this take place?)
first card, then multiplying it turns drawing two
-What are the next steps for the by the second card and cards, attaching a

29
students who do not meet the using that answer as their number to the first
expected learning target? card, then
(Reteach or provide additional score. Whoever has the
opportunities? How will this highest scores by the end of multiplying it by
take place?) five rounds will be the the second card
and using that
winner. This will be
answer as their
completed during
score. Who ever
independent has the highest
worktime/check in time. scores by the end
of five rounds will
For students that DO MEET the be the winner. This
learning target, they will be will be completed
given an additional during independent
worksheet that has them worktime/check in
trying to figure out if a time.
certain number of train cars
will be long enough to For students that DO
stretch around the world. MEET the
This can be found in the learning target,
Every Day Math – Teacher they will be given
Edition in the appendix. It is an additional
labeled Freight Train Wrap- worksheet that
Around. has them trying
to figure out if a
certain number of
train cars will be
long enough to
stretch around
the world. This
can be found in
the Every Day
Math – Teacher
Edition in the
appendix. It is
labeled Freight
Train Wrap-
Around.

30
Video Taped Lesson Examples Links
Lesson 1 –
https://youtu.be/SNp0Rfg-Wjc
Lesson 2 –
https://youtu.be/Sir2lN_4bo4
Lesson 3 –
https://youtu.be/dMbrvXXMbgU

31
Self-Evaluation (Part One)
Entire Recorded Observation: Circle the number that best reflects your perception of your
abilities and competencies as they relate to the totality of your recordings.
1 Not observed 2 - 3 Area for Growth 4-5 Proficient 6 - Area of strength

1. Voice 1 2 3 4 5 6
2. Speech 1 2 3 4 5 6
3. Energy and Vitality 1 2 3 4 5 6
4. Eye contact with all students 1 2 3 4 5 6
5. Use of teaching aids (maps, board, etc.) 1 2 3 4 5 6
6. Class participation/engagement 1 2 3 4 5 6
7. Ability to hold interest of class 1 2 3 4 5 6
8. Amount of time you talked 1 2 3 4 5 6
9. Academic language used 1 2 3 4 5 6
10. Use of student ideas 1 2 3 4 5 6
11. Variety of questions asked (memory 1 2 3 4 5 6
convergent, divergent, evaluative)
12. Efforts to make lesson concrete 1 2 3 4 5 6
13. Use of directions 1 2 3 4 5 6
14. Use of praise or encouragement 1 2 3 4 5 6
15. Amount of pupil response to questions 1 2 3 4 5 6
16. Amount of pupil initiated talk 1 2 3 4 5 6
17. Class discipline 1 2 3 4 5 6
18. Class climate 1 2 3 4 5 6
19. Objective of lesson clear 1 2 3 4 5 6
20. Evaluation of teaching as a whole 1 2 3 4 5 6

32
Video Self-Reflection – Part B

1. What are some of your personal idiosyncrasies? What can you do about them?

After watching back the lessons that I decided to record for this project, there were a
idiosyncrasies that I will need to work on. Firstly, I noticed that I find myself tending to rush through the
material as a way to deal with my own nervousness. For me, this hopefully will be something that I can
work on with more time in the classroom. Outside of that, I have made sure that mistakes are
necessarily a sign of weakness. Rather, they are part of the learning process on becoming a better
teacher.

Something else that I noticed watching these lessons back would be the lack of variety in my
engagement strategies with the students. Although I do have prior experiences with leading small group
lessons, whole group instruction will be something that I will need to work on. I seemed ot fall into the
trap of calling on the same few students that I knew would actively participate, whereas I should be
incorporating different strategies (think-pair-share, whole group discussions) to ensure all students are
being active participants in class.

2. What did you do at the start of each lesson to set the mood or climate for learning? Looking
back, would you do anything differently, and if yes, what, why and how?

For my student teaching placement, I was able to early on implement certain procedures that
helped to create a positive learning environment. Firstly, I made sure to have clear expectations with
students on what they’re jobs were during our instructional time. I would give them opportunities to go
to the bathroom, get a drink of water, or talk with their table partners for a few minutes prior to starting
math. This allowed for them to see that I was willing to allow for a degree of flexibility with the structure
of our lessons, but with the clear expectation that things would be taken away if bad behavior was
noticed.

Once we would start the actual instruction of the lesson, I would countdown and let the
students know how much time was left before they needed to be back in their seats. Outside of that, I
always made sure to have on the board all of the materials that they would be required to have with
them. Once class started, I would always try and do a grounding exercise to allow for their brains to start
working. This would usually be a few simple math questions, a game, or simply having flashcards and
reviewing a few facts. All told, it seemed the students were more responsive when we started class with
a low energy activity.

Looking back, I feel that I could’ve have started the actual instruction far earlier. I have normally
only worked with students younger that 3rd grade, so a lot of my practices most likely don’t translate as

33
well when working with older students. 5th graders are the oldest students in most elementary schools,
so I feel like a certain degree of trust can be afforded to them.

3. Analyze the questions you asked of your students during each lesson. What do you notice in
terms of the quality, levels, wait time, your responses to students, and their responses to your
questions?

This was a section that I most certainly struggled with early on in student teaching. The
questions that I had for students were appropriate, but I feel into the trap of starting to only call on
students that I felt would actually being interactive with me. The group of students that I taught were all
quite capable in their own right, so it would have served me better to start to call on a wide array of
student early.

This did become easier the more time I spent in front of the class, however. Not only that, but I
started to utilize the popsicle sticks that my cooperating teacher uses as well. Once the students saw
that I was starting to broaden who I was asking questions of, and it was completely by chance, I started
to see more of an active engagement from the class as a whole.

4. How well did you involve all students in responding and participating? Were there any equity
issues?

Keeping students engaged is something that even veteran teachers can have problems with. For
this particular class, getting students responding and participating was a challenge early. All of the
students are phenomenal in their own right, but I could tell that they were approaching me with a
degree of trepidation. However, this seemed to abate the longer I was working with them. By the end of
my time with them, we actually started to develop a fun rapport and they became more engaged with
my lessons.

As for equity issues, it seemed to depend more on the student as an individual. For example,
there was once student that is currently being screened for special education services. This wasn’t
relayed to me since he was a late addition to class, so to me it seemed that he was more disengaged
than anything, so I tried my best to motivate him. He became further closed off, but I persisted.
Unfortunately, RPS has a screening process for students to be able to receive services, but that take
time. So, I think that his case speaks to a large issue in education, and that is making sure we have the
resources available to make sure all students are able to flourish.

5. With what skills development or dispositional progress during your student teaching are you
most pleased?

Simply put, this experience has allowed for me to gain a better ability to teach in front of
students. I have had experiences in the past of presenting materials to smaller groups, but hold the
attention of a bunch of elementary school aged students seemed terrifying. However, as I gained more
time leading lessons, it soon became second nature to stand and direct a lesson/school day.

6. In what areas do you still see room for growth and improvement?

This is a loaded question to answer. For me, one of my biggest weaknesses is being too hard on
myself when something doesn’t go the way I had planned. Early on, and once I could feel that the lesson
were slipping away from me, I started to become anxious and would start to speed through the material

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and this would lead to the students become confused on where we were. After a few instances of this
happening, my cooperating teacher sat me down and we had a good chat on things to do better. He
made the point on how teaching should be fun. Because if I am not having fun and struggling, the
students will pick up on that and very little learning will go on. I took those words to heart, and once I
started to loosen up the lessons themselves would start to become more fun and engaging.

Student Data and Analysis

Carefully plan how you will determine student learning – both formative and summative

For the math lessons that I taught, they slowly built their way up to a formative assessment
(HomeLink 2.8). For the majority of the data I collected, my cooperating teacher worked with me to
input the grades directly in his grade book. He gives out daily “checks” to see if the students are
understanding the materials. Even if they are struggling and miss a few answers, he always gives them
full credit for at least attempting the daily work. This not only allows for them to practice important
math skills, but it also allows for him to check in daily to see if students may need further assistance with
the materials.

For me, this meant that I was collecting data in my head as I was walking around and speaking
with students. If a student appeared to have a solid grasp on their assignment, I may have had them pair
up with their tablemate to assist them with their work. One of the tenements that my CT preached early
on was to always think of learning and teaching as a communal event. Sure, there will be times that a
teacher will need to take over and teach in the traditional way. However, once the lesson is finished and
instructions have been given, our classroom slowly involved into a shared space of an academic pursuits.

Student Work Examples

Day Two – Exit Tickets

For examples of student work, I have included the exit tickets for the second day of instruction. I
had written a simple equation on the board, and I asked student to use what they knew about
estimation to best solve the problem. I wasn’t looking for the exact answer, but rather was looking for
them to show me their work.

Student 1 – Low Achieving

This particular student is currently receiving direct support in reading and writing for the SPED
team. He was receiving math support in prior years, but he has since been able to test out of that. For
this particular student, it’s evident that math continues to be a struggle for him. For this question, I gave
numbers that I had given prior as a warm up.

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 Next Steps:

For this student, I feel that a revaluation for special education support services in math would be
beneficial. This student seemed to be easily frustrated when it came to his math work, and he would
routinely need further assistance for either the paraprofessional in the room, or direct assistance from
myself or my CT.

Outside of that, this student might benefit from his work being scaled down to meet him more
at where he is academically. For example, whereas the rest of the class might be doing all of their math
boxes on specific page, this student might only have to do questions 1 and 2 to receive full credit. That
way he is still practicing the skills gone over in class, but he won’t be feeling overwhelmed.

Student 2 – Achieving

This student’s score surprised me. She currently is part of the Gifted and Talented Education
program through Rochester Public Schools, and she is in both verbal and non-verbal services. We
discussed her answers privately, and she admitted that she was confused on how best to round
numbers up and down to make it work best for doing math in her head.

Next Steps:

For this student, it appeared that she became confused with the concept of rounding numbers
to make them easier to work with. For example, she rounded all of her numbers to the nearest 100’s
place. And although this was still acceptable given that this was merely a check-in, she most certainly
would benefit from a brief reteaching of important concepts.

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Student 3 – High Achieving

This student is one of the stronger students in their grade currently. She is advanced for her age
in most subjects, and her work with me during these lessons only served to reinforce the point she is far
and above.

Next Steps:

This student easily was able to grasp the key concepts of the lesson, and she actually was
helping her classmates that were struggling. For this student, she most certainly can be a student that
can be paired up with other students and assist as a teacher assistant.

Data Collection Instruments

For this placement, the teacher I was working with relayed strictly on his grade book and a
pencil to accurately keep track of his grades. He stated that he used to have a computer program that he
liked, but he said it crashed one day and it destroyed months of grades. Since then, he still does all of
the math calculations by hand and calculator.

For me, I used a wide array of data collecting graphs last year when working with the students
that were placed on my special education caseload.

Travel Card

For those students that transition between classes for various lesson, a travel card works
wonders to keep students on task.

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Reading Fluency Log

This was actually something that I was able to implement during my student teaching
placement. At Longfellow Elementary, they operate with a tiered instructional system. This means
during tiered instructional time; the students are sent to various specialist depending on where they are
with their reading. As part of our group, I would work with the students individually and time them as
they would read certain passages. We would do this at least 2-3 times per week, and I would record
their results.

Behavior Management Tool

For this placement, I worked collaboratively with my CT and the special education team at
Longfellow to assist with a student in our class that was struggling with regulating his emotions during
instructional time. To assist with helping him stay regulated, we came up with a points system that
allowed for him to gain incentives throughout the day as a reward for showing positive behaviors in the
classroom. It took some time for him to fall into a rhythm, but he showed tremendous improvement
after only a few short weeks.

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Self-Reflection

What did you learn about yourself through your student teaching experience and completion
of the tuning protocol?

Firstly, this experience has allowed for me to become better at self-reflection in a positive way.
Speaking as someone who has long struggled with anxiety, I have usually had a rather unfortunate habit
of being incredibly hard on myself. After a few great conversations with my CT, he made me feel like it
was ok to mess up when teaching. He made the point that student teaching should be a place that mess
up are ok, but it’s also important to take those moments and grow as a person and teacher.

Outside of that, I also found that watching myself back teaching allowed for me to key in on
important details that you miss in the moment. For example, it allowed for me to gain a better
understanding on things that I know I can be better at. Whether it’s calling on certain people too much,
or taking time to ensure I am going at a pace that is beneficial for all students, it has given me plenty to
think about moving forward.

Based upon your reflection and analysis at the end of the connected lessons what three things might
you do differently if you taught this connected lesson segment again --- and why. Think in terms of
preparation, differentiation, delivery, and assessment as you reflect upon your analysis of the
connected lessons. Include next steps in your analysis as well.

Right away, I would focus more on direct instruction of the material. Our first day I thought that
it might be fun to play a game to introduce the concept of estimating an answer, but I realized watching
the video back that I gave up far too much time playing the game that could’ve gone to teaching
important concepts.

Next, it would have been better to include most chances for students to ask questions and
receive additional support. Our math times was only an hour, so it didn’t leave a ton of time for students

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to receive additional help if needed. Especially as someone who has struggled mightily with math their
entire life, allowing time for students to ask those questions would be beneficial.

Lastly, I would have included more real-world examples for the students. They seemed to really
enjoy the word problems that we were working on during day two, and it seemed that is were some
students were really able to make those important connections.

References
1. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2008). Safe and
sound: An educational leader's guide to evidence-based social and emotional learning
programs.
2. Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From
programs to strategies. Social Policy Report, 26(4).
3. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011).
The impact of enhancing students' social and emotional learning: A meta-analysis of
school-based universal interventions. Child Development, 82(1), 405-432.
4. National Center for Mental Health Promotion and Youth Violence Prevention. (2012).
Building teacher-student relationships. School-based social and emotional learning (SEL)
programming.
5. Guryan, Jonathan, Erik Hurst, and Melissa Kearney. 2008. "Parental Education and
Parental Time with Children." Journal of Economic Perspectives, 22 (3): 23-46.
6. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of
teacher behavior and student engagement across the school year. Journal of
Educational Psychology, 85(4), 571-581.
7. (1978). Mind in society: The development of higher psychological processes. L. S.
Vygotsky. Harvard U Press.

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