EdTPA Task 1 Planning Commentary 2a & 2b

A Reflection on EdTPA Task 1 Planning Commentary #2.a & #2.b

Melissa Erickson

Winona State University

Rochester, Minnesota
EdTPA Task 1 Planning Commentary 2a & 2b

Author Note

This paper was prepared for REDG 651-02 Induction Practicum taught by Joel J. Traver, Ed.S

Reflection on EdTPA Task 1 Planning Commentary 2a & 2b

In response to the following EdTPA submission requirement: Task 1 Planning

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2ab), describe what you know about your students with respect to the
central focus of the learning segment.

a. Prior academic learning and prerequisite skills related to the central focusCite evidence of
what students know, what they can do, and what they are still learning to do

b. Personal, cultural, and community assets related to the central focusWhat do you know
about your students everyday experiences, cultural and language backgrounds and practices,
and interests?

2a. Describe student's prior academic learning and prerequisite skills related to the central focus.

Students have completed Unit 1 of Physics which comprises knowledge of motion in one

dimension. This lesson is expanding on those skills into two dimensions. They have demonstrated the

ability to calculate speed, velocity and acceleration based on data they accumulated by observation

through laboratory experiments. They have articulated the difference between speed, velocity and

acceleration prior to beginning this lesson. Having shown the understanding of velocity and

acceleration as having a qualities of direction associated with the scalar speed they will now be

expanding that into projectile motion having components in two directions. By the end of this lesson

they will be able to resolve the two dimensional behavior of a projectile into the familiar motion of two

one dimensional relationships. Prior math perquisite should have introduced the students to the

concept of right triangle relationships, however, this will be reviewed in the lesson immediately prior to

this one. The review will have been presented as an introduction to the concept and evaluated for

understanding in form of formative quiz. The physics and mathematics of this lesson will be introduced

and demonstrated by me with the knowledge that the majority of students in this classroom have
EdTPA Task 1 Planning Commentary 2a & 2b

nominal recall for the concepts being introduced. The students who are on the Watch List for <2.0 gpa,

504 plan and also this specific ELL learner will all benefit from the remediation and language

simplification. The skills and knowledge gained in this unit lesson will be applied later this year when

the students will design and build trebuchets to achieve certain launching distance and height criteria.

Rotational motion and torque are physics concepts that will be taught in course of time and combined

with this lessons projectile motion knowledge to achieve the trebuchet tasks. While students will not

be generally expected to build trebuchets outside of the physics classroom, problem solving techniques

and self-reliance are valuable assets to be developed and this laboratory project affords the opportunity.

In this case, they will be acting independently to build their machines for classroom competition. Its a

fun project that I anticipate many students will take pride in and show individualism in the way they

approach the project and final presentation.

2b. Describe students other assets.

My students have a diverse background from each other as evidenced by language, ethnic and

socio-economical differences, however they share many common experiences. Projectile motion is a

mathematical articulation of the behaviors associated with thrown footballs, automotive travel with

multiple stops, fishing from a boat on a river and numerous other daily life activities. They will also be

working in small groups of 3 to 4 students in the physics laboratory to conceive and conduct methods of

collecting data for resolving into two directions. At the beginning of the school year I and the students

participated in an ice breaker that gave me good insight into their lives outside the classroom. One is a

white water rafter, two love to play soccer, others have engaged in cliff diving, hiking, amusement park

visits and 8/26 travelled by air this summer. I will have many opportunities to call on their personal

experiences to delve into the intricacies of two dimensional motion. My students are 16-19y old and

thus are at the age where adolescent psychology tells us they are strengthening their advanced

reasoning skills, which includes pondering things hypothetically and following a logical thought process.
EdTPA Task 1 Planning Commentary 2a & 2b

My students are also starting to develop abstract thinking skills so I anticipate their becoming invested in

the lesson through connections they have personally or hypothetically with examples being presented.

Also, knowing my students as I do, I know that many of my students are from a low socio-economic

background, thus the materials needed to complete the trebuchet project are provided. However,

students may add embellishment of their own design.