Task 2B Instruction Commentary Peer Review and Critique
(World Languages)
Q Prompt & Rubric # / Category & Descriptors / X-IfPresent / Comments:
Q 2-R5 / Learning Environment
The clip/s reveal a positive learning environment with tasks & discussions that challenge student thinking
The clip/s reveal a positive learning environment with tasks & discussion that encourage respectful student-student interaction
The learning tasks promote challenge of higher-order thinking or application to develop new learning
The clips provide evidence of the teacher and students promoting and supporting mutual respect among one another
The learning environment encourages students to express, debate and evaluate differing perspectives concerning knowledge and skills
Q 3-R6 / Engaging Students” Target Language Communications
The learning tasks seen in the clip/s are structured in ways to engage learners in developing proficiency in target language with each other (pairs, sm group) in meaningful cultural context
Teacher is making connections to prior learning and assets (personal, cultural,
community) to support new learning as seen in clip/s
The task seen in the clip/s includes structures and scaffolding to promote learning of language functions & forms of target language in meaningful context with focus on either interpersonal or presentational mode of communication, also extends initial understandings or surface misunderstandings
The learning tasks are appropriately challenging and directly related to new learning
Teacher encourages students to connect and use prior knowledge and assets to support new learning
Q4a-b-R7 / Deepening Student Communications in Proficiency in Target Language
Teacher uses student thinking and ideas to develop students’ to develop students’ communicative proficiency in target language in meaningful context
Teacher follows up on student responses to encourage and build on students’ understanding
Teacher is able to describe and refer to examples of “building on” student responses in the clip/s
Teacher facilitates students as they evaluate and self-monitor performance
Q4c-R8 / Subject-Specific Pedagogy
Teacher provides purposeful opportunities for students to demonstrate understandings & relationship among practices, products and perspectives of culture and make explicit connection to personal experiences and knowledge
Teacher strategically asks questions and/or engages students in language tasks that require reflection & discussion about above relationships
Teacher structures and supports students in evaluating their own understanding of cultural practices, products and perspectives of target language while encouraging use of target language with classroom and outside school setting
Q5-R9 / Analyzing Teacher Effectiveness
Proposed changes relate to central focus as seen in clip/s
Changes clearly address needs of individuals in additional to needs of whole class
in clip/s by providing additional support and/or further challenge students.
Changes in teaching practice supported by Second Language Acquisition/Teaching research and/or theory
Justifications are explicit, well-articulated and demonstrate a thorough understanding of research/theory principles as reflected in explanations