Task 2: Instructing & Engaging Students in Learning

Before Starting Task 2:

• Obtain permission to video record your students! (Video Release Form). Many schools have their own policies and/or permission forms. Please keep these for your own records in case there is an inquiry about permissions.

• Identify lessons to video record - Read the Task 2 Commentary prompts BEFORE teaching so you are aware of all the specific requirements related to your subject that are to be included. Make sure you teach what is on your lesson plan and in your commentary!  I recommend filming entire lessons!

• Read Pages 19-26 in Making Good Choices!

Getting Started

• Prepare your camera ahead of time.

  • Change your video resolution settings to the lowest resolution possible (check your owner’s manual/online resources for instructions). Doing so saves memory space, allows you to record for longer periods of time, and greatly reduces the time for file transfer and editing. If using a phone camera without the ability to adjust resolution, record with the “selfie side” camera. It usually records in a lower resolution than the other. 

  • Make sure that your device has enough memory to record an entire class session. Most video recording devices display how long they can record before running out of memory. 

  • If it is at all possible, keep your recording device plugged into a power source while recording. Running out of power is one of the most frequent and preventable video recording mistakes.

  • Double and triple-check to make sure that you have hit the record button before you begin teaching. This is another one of the most frequent and preventable video recording mistakes.

Preparing the Setting

• Set your camera up so that you do not have a window or bright light source directly behind you. This can make it difficult to make out your face, and create flares/white out conditions.

• Place the camera as close to you and your students as possible. This will ensure that your voice and the voices of your students can all be heard.

• If you decide to have someone record for you, make sure they understand resolution and size requirements as well as what you need to capture. (e.g., the video must be a continuous clip of your teaching and not short, interrupted pieces.)

• If possible, use a tripod to ensure video stability. 

During Video Recording/What to Capture

The interactions between you and your students and between students are an important focus of the edTPA. You can set the camera up to see one group of the class (not the entire class) in order to increase the opportunity to capture student responses and interactions with you, other students, and the activity. The farther away from you the tripod is, the more diminished the audio quality will be. Audio is at least as - if not more - important than video, especially to demonstrate how students are using language! Be sure to include dialog.

After Videotaping

• Select video clips to submit and verify that they meet all the requirements.

• Do not edit the videos. They must be continuous.

• Respond to the Commentary clips AFTER you watch the videos

• Use timestamps to refer to specific scenes from the recording to provide evidence

*Refer to rubrics 6-10 as you complete Task 2 and the URLP.

Task 2 Commentary

Prompt 2 (Rubric 6)

Describe evidence of

• You demonstrating respect towards and rapport with students, prompting mutual respect.

• A positive, low-risk learning environment

• A challenging learning environment

• Providing opportunities for students to express various perspectives

**One good example of each of these is enough. Remember, some things you do may meet 

more than one.

Example Task 2, Prompt 1

Prompt 3 (Rubric 7)

Video evidence of students

• engaged in learning tasks that address, develop, deepen and extend their understanding of (subject-specific - see your handbook)

• candidate linking prior learning to new learning or prompts students to make the link.

• candidate links new learning to personal, cultural, or community assets OR prompts students to make the connection/

*** There is a greater emphasis put on students' ACTIVE engagement than on prior learning and asset connections.

Example Task 2, Prompt 3

Prompt 4a (Rubric 8)

Video evidence of Questioning and Digging Deeper

• Candidate eliciting student responses to promote understanding ( subject-specific  - refer to your handbook) - Questions need to be higher-order on Bloom's Taxonomy

• Candidates build off students' responses to promote understanding.

• Candidates facilitate interactions among students so that they can evaluate their own abilities (subject-specific) or develop understanding (subject-specific)

Prompt 4b (Rubric 9)

Be sure to check your own handbook for Rubric 9, as your video evidence is very subject-specific. 

Make sure you read over your Rubric and URLP!

Prompt 5 (Rubric 10)

Changes to instruction do not have to be from the video lesson clips.

• Suggest changes for whole group

• Suggest changes for meeting the needs of specific learners.

• You must be sure your justifications are explicit and well-articulated, with clear connections to research/theory principles.

Task 3, Prompt 5 Example