Instruction Commentary

Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
The first clip shows instruction from Lesson 1. It shows a 10-minute segment from the
middle of the 45-minute class period, which shows large group instruction of new material
and the start of a small group activity. The second clip shows students working in groups
to complete their Monopoly assignment from Lesson 4, as I assist. It shows a 10-minute
segment from the middle of the second day, which shows the end of Monopoly game play
and the beginning of their work to total their T-accounts.

Promoting a Positive Learning Environment

a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
Although it may be more difficult to tell from the video, the arrangement of students is
based on their needs. My quietest students, those who never volunteer to answer nor ask
questions when they are confused, are seated in the front row. I can quickly check their
understanding when presenting new information. My more confident students, who
volunteer during class and ask questions when they dont understand a concept, are in
the back row. One student in particular, seated in the middle of the back row, asks
articulate questions that further his understanding of the concepts. By placing him in the
back, all students can hear his questions and my answers, which should answer similar
questions that quieter students have but keep to themselves. Another student suffers
from ADD, and his parents have shared their concern for his lack of focus. To help
eliminate distractions, he is placed at the end of a row, near my work area.

During instruction, I involve the students as much as possible, rather than simply
lecturing. During the first chapter, I began to notice that I was teaching more to those
students who volunteer in class. To stop this problem, Im using the popsicle stick
method of choosing participants. My students know that they will be called and that they
cannot simply say I dont know. If a student is unsure or incorrect, I talk them through
the question until we get to the correct answer. If I were to simply say incorrect and
moved on to another student for the correct answer, the first student may feel
embarrassed or angry and wouldnt be likely to learn the material. By talking through the
question, the student gets the correct answer, and we may help others who were thinking
along the same lines.

Engaging Students in Learning

a. Explain how your instruction engaged students in developing business-related conceptual
understanding, technical skills, AND problem-solving strategies.
The central focus of this learning segment was analyzing and recording transactions into
debit and credit parts. We used a variety of approaches to engage different learning
styles. The recorded segment from the first lesson showed large group instruction to
introduce the idea of how debits and credit affect various business accounts depending
on their classification. It also showed a kinesthetic method of student engagement, when
the students were asked to work in pairs to form the two sides of the accounting equation
with string and then sort account cards into their correct placement depending on
 classification. The recording from the fourth lesson showed the students working in small
groups to apply their new knowledge of debits and credits to a common board game. The
students enjoyed the departure from the traditional classroom setting and give the
exercise their full attention hoping to use Monopoly again in future lessons.

b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.
During the video of Lesson 1, the students are called upon to list various accounts that
could be classified as assets, liabilities, or owners equity. From there, we formed T-
accounts and labeled the debit, credit, and normal balance of each account, linking prior
learning with the new segment. Students are also able to depend on their own knowledge
to guess which accounts titles fall into each classification. For example, students know
from previous lessons that an asset is something with current or future monetary value.
The T-account cards used toward the end of the Lesson 1 video had account titles that
have not been addressed in prior lessons, yet students were able to correctly classify
their cards as assets, liabilities, or owners equity. After correctly classifying the T-account
cards, students were able to apply their new knowledge to identify the debit, credit, and
normal balance side of each card. During the Monopoly game, students were able to link
the game play to record keeping for a real estate business. Using accounting to track the
Monopoly game is also giving students insight into the difference between having the
most cash versus having the highest net worth. Cash is just one of many assets, which
contribute to net worth.

Deepening Student Learning during Instruction

a. Explain how you elicited and built on student responses to promote thinking and develop
business-related conceptual understanding, technical skills, AND problem-solving
strategies.
During the first video, which focuses on the instruction of new information, students were
asked to give me various account examples and categorize them as assets, liabilities, or
owners equity(review). Then, that student was asked to apply the new learning target to
those account, which required them to tell me which side of the account would be the
debit, credit, and normal balance.

During the Monopoly game play in the second video, students showed their conceptual
understanding of the central focus, analyzing and recording transactions into debit and
credit parts, by using only accounting T-accounts to record game play. Students had the
opportunity to discuss and apply their new knowledge in an interesting way, which
engaged them in the process. In discussion afterward, they appreciated the review of
lesson targets in this format.

During the Monopoly game students were able to practice their technical skills, as they
recorded debits and credits to keep track of their transactions. The final worksheets allow
the students to evaluate their record keeping, as they attempt to balance their debits and
credits, as well as determine their final net worth. This also gave the students a preview
of the concept of a trial balance with regard to debits=credits.

Many students were able to practice their problem-solving skills, when their first attempt
at completing the worksheet didnt balance. Several spent extra time reviewing their T-
accounts to find likely mistakes in their records. Many also reworked their math to make
 sure that a simple addition error didnt cause the results to be unbalanced. I was
impressed with the level of determination and perseverance that many students showed
in completing that worksheet.

b. Explain how your instructional strategies and materials help students develop business-
related conceptual understanding, technical skills, and problem-solving strategies.
My strategies involve a large amount of interaction, both between myself and my
students, and among the students themselves. Discourse related to the central focus and
learning topics helps to solidify the information for the students. The materials that I
created for the Monopoly activity seemed to work well in getting the students engaged
and giving them practice with the learning targets. Prior to the lesson, I was concerned
about whether the students take the Monopoly assignment seriously or whether they
would use it as a time to goof-off, so I was relieved with how the students took to the
activity.

Analyzing Teaching
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of the
central focus (e.g., missed opportunities)?
During the whole group instruction, I noticed that I was more nervous than usual. Im not
sure if it was due to the recording for this assessment, or whether it was due to having
another teacher in my room to do the recording. Either way, practicing my instruction prior
to the lesson would be helpful.

Although the very beginning of Lesson 1 was not shown, I did not display learning targets
for the day. I would usually have them displayed on the Smartboard, but I didnt notice
until most of the way through the lesson that the Smartboard was frozen on a screen from
the previous class (this realization was shown in the video). To correct this, Ive devoted
a section of the white board to lesson targets for each of my classes. At the beginning of
the day, I write the lesson target for each class period. This is also beneficial for my
student with vision problems, because he finds it easier to read from the white board than
the Smartboard.

I noticed that although I include students in large group instruction, I dont give them a
chance to lead the direction of discourse. Perhaps, I could allow the students to work into
new concepts without so many prompts from me. I could definitely allow more student led
review of previously learned information.

In the video clip of Lesson 4, I notice a mistake that I made on the worksheet, after a
student asks a question about his totals. I must proof-read my worksheets closely, so as
not to confuse students. I have made the correction for future classes, but I left the
mistake in the copy that I uploaded under assessments, because that is what I gave the
students this time. Also with the Monopoly game, I think that I shouldve shown my
students a completed set of papers (exemplar). The recording did not show the first day
of Monopoly game play, but I was constantly answering the same questions to each
group as the students got started.
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Cunningham (2009) suggests that new teachers internalize and rehearse lesson plans to
increase confidence in the material and make sure the order and explanations make
sense. I can make time to walk through the instruction part of my lessons to improve the
quality and flow until I become more experienced.

Hattie (2012) claims that providing students with clear learning targets each day
increases student success. By placing learning goals on the white board daily, Ill have
better results in all of my classes.

Hattie (2012) also suggests that metacognitive strategies, such as allowing students to
plan, organize, and direct their own work, increases student engagement and helps them
internalize concepts. By allowing students more control during large group discourse, I
would be giving them a chance to use metacognition. I have a smaller class of accounting
students during another class period. Because the group is so small, we get a little silly
with our instruction discourse. For example, we were using Santas Workshop as the
company, and it had a creative Chart of Accounts by the time we were finished. All
students are engaged, and all are learning. In that class, only two students have a B, the
other nine have an A or A-. Based on my very little experience, allowing the students to
lead discussion is having a positive effect.

Bambrick-Santoyo (2013) stresses the need to provide students with an exemplar to

clarify teacher expectations. Many student mistakes can be attributed to a
misunderstanding of what the teacher wants. Although I am a new teacher and just
creating my projects, I can complete them myself to give the students a model to follow.
Had I provided an exemplar of complete papers for the Monopoly project, the students
would have had fewer questions, and their work may have been even better.
References
Bambrick-Santoyo, P. (2013). Driven by data: A practical guide to improve instruction. New
York: Jossey-Bass.
Cunningham, G. (2009). The new teachers companion: Practical wisdom for succeeding in the
classroom. Alexandria, VA: Association for Supervision & Curriculum Development.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York:
Routledge.