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DIM4 — DIM4 TASK 3: DETERMINING IMPACT ON LEARNERS

Student’s Name

Institution

Course

Date
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Video 1:

 Title: Analyzing, Interpreting, and Judging Artworks Produced by the Works Progress

Administration.

 Setting or Environment: A medium-sized elementary school teaching art to the fifth

graders.

 Content or Subject: Exploration of WPA artworks based on critique and historical

context.

 Lesson or Activity: Students used a cooperative learning strategy in discussing WPA

artworks in terms of description, analysis, interpretation, and evaluation. For their

evaluation, they matched their comments to expert comments from the Smithsonian.

 Organization of Students or Groups: The students were grouped according to

heterogeneity to encourage diversity and the students with different abilities. The teacher

allowed her students to work independently and in groups to ensure everyone was helped

if required.

Video 2:

 Title: Developing the Skills to Do Scientific Inquiry

 Setting or Environment: Kindergarten class with 17 half-day kindergartners aged 5 and 6

in the science and mathematics environment.

 Content or Subject: Research, botany, introduction to mathematics.

 Lesson or Activity: The lesson was concerned with the theme "Seeds & Plants," where

children posed questions and researched what happens to seeds when planted without

sunlight, soil, water, or all four primary requirements, respectively. They used rulers to
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measure the height of the plants, used their fingers to estimate the number of leaves, and

wrote down their findings.

 Organization of Students or Groups: The students were divided into individual and small

group tasks during the lesson, assisted by the teacher and a full-time teaching assistant.

The class was arranged so all students were active in the experiments and discussions,

with extra attention given to those who needed special attention.

Video 3:

 Title: Using Recall to Write a Summarizing Paragraph

 Setting or Environment: Teaching 12th grade English class (special education) at a school

where pregnant and parenting middle and high school teenage girls attend and complete

their education.

 Content or Subject: English for the main subjects of the lessons, emphasizing

summarizing and enhancing general reading and writing skills.

 Lesson or Activity: Small group teaching practice was conducted with a small group of

students with special educational needs. The teacher engaged the students in discussion

and required them to use technology to write a summary of an event in a story and a

paragraph. Some of the activities covered in the lesson involved recognizing plot

structure, choosing quotes for support, and justification of their relevance.

 Organization of Students or Groups: They organized themselves into small groups: one

teacher-pupil and an educational assistant. The teacher utilized a Promethean Board to

display notes and graphic organizers that the students followed. In contrast, the students

utilized the teacher's literature textbooks and other reading materials.

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Evaluation of Teachers' Use of High-Leverage Practices

High-Leverage Practice 1: Facilitating the Construction of Meaning about Content and

Students

Video 1:

 Implementation: In the classroom observation of a fifth-grade art class, the teacher

explicitly solicited and responded to students' mathematical reasoning by asking

questions that can be answered in multiple ways and by coaching the students through art

appreciation. For example, when the group of girls could not explain how the artwork

was done, the teacher directed them to identify facts about their work of art and made

them laugh. The probing questions the teacher used included, "Is it you do not know the

principles of the elements, or is it about the aspects of the work of art you do not know?"

These questions required the students to demonstrate their understanding of specific

issues and explain why they felt that way.

Video 2:

 Implementation: In the kindergarten class, the teacher probed and explained the students'

understanding of plant growth through gestures and explanations. During exercises with

experiments and observations, the teacher questioned students and asked them to express

themselves, for instance, asking, "What do you think your conclusion is?" or "Does this

quote support what I am saying?" due to which the teacher could check the understanding

of each learner and support her in case of necessity.

Video 3:
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 Implementation: The teacher of the 12th-grade special education English class often used

the questioning technique to engage students in constructing their understanding of the

text. For instance, the teacher followed Angela's summary by asking, "When you mean

'it,' do you mean the dust demon?" Such questions made it easier for the teacher to

determine whether Angela understood the material and how to help her express her ideas

better.

High-Leverage Practice 2: Collaborative Evaluation of Lesson Progress and Adaptation

Video 1:

 Implementation: The teacher modified what was being taught depending on observing

the student's reactions to the previous lessons. For instance, when the group of boys

failed to make a correct interpretation of their artwork, the teacher adjusted the painting

and posed questions to bring the boys back to focus on the story part. Further, the teacher

went for the elements and principles exhibited by students, who grasped them and

explained other aspects, such as the distinctions between shape and form.

Video 2:

 Implementation: The teacher of the kindergarten lesson modified the content to

accommodate the learners by giving more examples and explanations as required. For

instance, when students struggled with an inquiry question, the teacher used the SMART

Board and photos to support their learning. The teacher also adjusted for variations in the

speed at which students learn so that all could meaningfully engage in experiments and

discussions.

Video 3:
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 Implementation: The teacher used graphic organizers and sentence frames to guide

Angela in writing a summary to accommodate the individual differences. Whenever

Angela was overwhelmed or lost, the teacher assuaged her and offered more instructions

or formulated questions differently. Gesture-based technology, such as the Promethean

Board, also assisted the teacher in modifying the lesson depending on the reaclearners'

reaction and comprehension.

High-Leverage Practice 3: Giving Oral and Written Feedback to Students

Video 1:

 Implementation: The teacher gave oral feedback to the students during group discussions

and when the students were practicing their teaching skills. For instance, the teacher

appreciated the intervention of the students and encouraged the development of

expansions and explanations, such as contrast information. This feedback improved the

critiques and enhanced the student's knowledge of the artworks.

Video 2:

 Implementation: The kindergarten teacher provided the students with oral and written

feedback. In the lesson, the teacher gave the students immediate verbal feedback by

repeating the students' comments and asking them questions about the experiments. The

teacher also used a digital camera to record students' work and give visual feedback on

their progress, which could be reviewed during a class from the SMART Board.

Video 3:
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 Implementation: The teacher offered productive verbal responses directly to Angela and

other students to assist them in developing the concepts and the writing. For example,

when Angela narrated a story and joined the other children to sum up the story, the

teacher queried her and offered advice on how to elaborate. The feedback given here was

immediate and allowed Angela to work on her responses and gain more confidence in

writing. Moreover, the teacher's oral feedback was complemented by notes on the

Promethean Board to demonstrate to the students what their verbal utterances looked like

in writing.

Promoting High-Leverage Practices (HLPs) for Students’ Learning and Participation

High-Leverage Practice 1: Activating and Revoicing Student Ideas

Video 1:

 In explicating and evaluating students' reasoning, the teacher ensured the students were

fully involved in the art critique process. This practice enabled the students to express

their ideas and comprehend what their counterparts envisioned, promoting teamwork.

The teacher's questions led to critical thinking and comprehension by promoting deeper

thinking among the students (Barkley & Major, 2020).

Video 2:

 According to the observations and reflections in the study, the way that the teacher

encouraged the students to think during the plant growth experiments enabled the

students to participate actively in the scientific thinking process. To do this, the teacher

asked the students to explain their understanding and findings about the scientific method

and the conditions in which the plants grew. This practice also allowed students to reason
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independently and develop higher-order thinking skills, thus improving their problem-

solving abilities (Barkley & Major, 2020).

Video 3:

 In the special education English class, the ability of the teacher to evoke Angela's

thinking helped the teacher to trace her difficulties and support her. Through this practice,

the author improved her performance in summarizing and articulating her thoughts.

Through the conversations, the teacher thus maintained a positive attitude toward Angela

and ensured that she actively participated, further enhancing her knowledge.

High-Leverage Practice 2: Coordinating and Adjusting Instruction during a Lesson

Video 1:

 The flexibility demonstrated by the teacher in altering instruction according to student

responses assured all students' support and participation during the process. In addition to

giving more assistance to students who needed it and engaging the students who

understood the concepts faster, the teacher helped make the learning environment

engaging and accommodating (Barkley & Major, 2020). This flexibility ensured that

students maintained attention and interest, enhancing their attitude toward learning

content.

Video 2:

 Adapting the teaching approach to fit the varied abilities of the students in the

kindergarten made it possible for the teacher to engage all the learners effectively in the

experiments. The teacher employed visual means and offered help to those who required
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it, thus maintaining active learning and enthusiasm among the learners (Barkley & Major,

2020). This has also assisted students to have an improved understanding of scientific

ideas and the scientific method since they could witness the applicability of their

experiments in some real-life situations.

Video 3:

 These instructional practice changes, including graphic organizers and sentence stems,

assisted Angela and other students develop meaningful writing abilities. This approach

helped to break down learning barriers and thus minimize frustration among disabled

students. Learner participation was actively encouraged, and a teacher provided a

nurturing environment with essential literacy skills (Barkley & Major, 2020).

High-Leverage Practice 3: Providing Oral and Written Feedback to Students

Video 1:

 These oral responses given by the teacher during group discussions assisted the students

in refining their critiques and thus developing better art concepts. This feedback helped

the students think more deeply and gave them practical suggestions about improving. The

teacher kept students interested and motivated while acknowledging the students'

attempts and pointing out the need for further analysis (Barkley & Major, 2020).

Video 2:

 To engage kindergartners in the learning process, using oral and visual feedback enabled

them to learn about their progress or lack thereof. The outcome of the experiments and

the way the class was conducted motivated the students with positive words and
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constructive feedback from the teacher. This practice also positively made students

understand that they can achieve something and develop their confidence in scientific

tasks.

Video 3:

 Through the teacher's specific and oral feedback, Angela could take her ideas further in

her writing. The ability to give direct and timely feedback enabled the teacher to address

Angela's difficulties and facilitate her learning. This feedback not only assisted Angela in

summarizing what she had learned but also in gaining more confidence while going

through the lesson. The reinforcement that she had was the visibility of the Promethean

Board content that helped her grasp and remember what was taught.

Improving Instructional Effectiveness

Video 3: Using Recall to Write a Summarizing Paragraph

a. Formative Assessment

 Assessment: Exit Tickets with Specific Questions on Summarizing and Literary Elements

 Format: To complete the lesson, each student gets an exit ticket with two questions that

require the student to provide a summary of a part of the story under discussion and one

literary element (for instance, conflict, climax, or resolution) from the text.

i. How the Assessment Could Be Used to Inform Instruction:

 Analysis of Responses: In this way, the teacher can determine how well the students

understood certain parts of the story and whether they can summarise (Barkley &
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Major, 2020). This assessment will reveal which students can correctly distinguish

literary elements and which students require further instruction.

 Identifying Trends: This includes identifying areas within which several students

have made errors or are likely to misunderstand; the teacher can then revisit these

areas to provide further practice or instruction (Goodwin et al., 2022).

ii. How Feedback Could Be Provided to the Students:

 Immediate Oral Feedback: The next time, the teacher can give the entire class general

feedback after reviewing the exit tickets and noting the mistakes commonly made.

 Individual Written Feedback: On every exit ticket, the teacher may write comments to

the student, complementing the parts done correctly and advising on what needs to be

corrected constructively. For example, suppose a student knows where the climax is

but fails in summarization. In that case, the feedback may contain a specific sentence

stem or a question appropriately worded to enable the student to create a proper

summary.

b. Recommended Adjustment to the Lesson

Adjustment Recommendation: Use of Collaborative Peer Review Sessions

i. How the Adjustment Would Affect Student Learning or Engagement During the Lesson:

 Increased Engagement: Introducing collaborative peer review sessions would ensure

more active participation and allow for learning from their peers. This interaction can

enrich the learning process and make it more fun and engaging (Goodwin et al., 2022).
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 Enhanced Understanding: Peer review enables students to explain their thinking and

make constructive comments about their colleagues' work (Goodwin et al., 2022). This

process reinforces their learning and assists them in understanding the various

perspectives of others.

 Development of Critical Thinking and Feedback Skills: Through the presentation and

discussion of peers’ summaries, the students develop their critical thinking skills and

work on the mutual evaluation of their work, which helps them learn how to receive and

give feedback as beneficial tools throughout their educational process (Ibarra-Sáiz et al.,

2020).

 Supportive Learning Environment: Group work can engender a positive learning

environment in a class whereby students are more receptive to airing their contributions

and accepting errors (Barkley & Major, 2020).

Implementation of the Adjustment

Collaborative Peer Review Sessions:

1. Pairing Students: Once the summarizing paragraphs and the exit tickets are completed,

students should be grouped in pairs.

2. Structured Review Process: The checklist or rubric should embrace features that should

be included in the peer review process, including items such as main idea, details, and

literary elements.

3. Guided Discussion: Time should be given for the pairs to review each other’s checklist

by noting commendable work done and areas for improvement.

4. Teacher monitoring and Support: Move around the classroom to overhear the discussions,

provide feedback, and oversee if constructive remarks are being shared.

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References

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college

faculty. John Wiley & Sons. https://books.google.co.ke/books?

hl=en&lr=&id=6kfZDwAAQBAJ&oi=fnd&pg=PR12&dq=By+using+visual+aids+and+

providing+additional+support+as+needed,

+the+teacher+keep+students+engaged+and+motivated.&ots=5CLNzhtOmW&sig=j88I7

Z7kdTtOmwKl3skd5BBpOus&redir_esc=y#v=onepage&q&f=false

Goodwin, B., Rouleau, K., Abla, C., Baptiste, K., Gibson, T., & Kimball, M. (2022). The new

classroom instruction that works: The best research-based strategies for increasing

student achievement. ASCD. https://books.google.co.ke/books?

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hl=en&lr=&id=J4ubEAAAQBAJ&oi=fnd&pg=PP1&dq=

%E2%80%A2%09Identifying+Trends:

+The+teacher+can+look+for+common+misconceptions+or+areas+where+multiple+stud

ents+struggle,

+allowing+for+targeted+reteaching+or+additional+practice+in+these+areas.&ots=gg_O

5-lj4V&sig=79raGwIkzA7v-ii6_06HxeIT2Zo&redir_esc=y#v=onepage&q&f=false

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence

through peer assessment: the role of feedback, self-regulation, and evaluative judgment.

Higher Education, 80(1), 137-156. https://link.springer.com/article/10.1007/s10734-019-

00469-2