1. LESSON JUSTIFICATION AND ANALYSIS (ALSO CALLED INSTRUCTIONAL COMMENTARY) WHAT DID WE DO? WHY DID WE DO IT THAT WAY?

2. THINK ABOUT THE FOLLOWING AS WE LOOK THROUGH THE VIDEO 1.What did the teacher do before students used technology? 2.What technology activities were the students engaged in? 3.What did the students do after they used the technology? 4.Were the activities logically connected to the content being taught? 5.How did the teacher teach technology skills? 6.What elements of UDL were used in this lesson?

3. EXAMPLE ANALYSIS https://www.teachingchannel.org/videos/poetry-and- technology https://www.teachingchannel.org/videos/poetry-and- technology

4. EXAMPLE ANALYSIS Descriptive What did the teacher do? How did she do it? Analytical Why did she do it? Why did she do it that way? What should she have done? Why should she have done that instead? Reflective What should she do next time? Why should she do that?

5. INSTRUCTIONAL COMMENTARY/ LESSON ANALYSIS Provides framework for analytical response to lesson plans USE THIS FRAMEWORK to construct your analysis and reflection Use Key Assessment Content Rubric to guide your responses (next year you will video tape lessons)

6. INSTRUCTIONAL COMMENTARY – KEY COMPONENTS 1.What lessons did you teach? 2.How did you provide before, during, and after technology procedures that were clear, thorough, and logically connected to students, content, and technology? 3.How did your technology choices meet content standards and learner needs? 4.How did you support and facilitate learners’ use of technology? 5.What was the impact and effectiveness of your instructional choices? (How did it go and why did it go that way?) 6.What elements of digital citizenship did you teach and why? 7.What changes would you make to your teaching and why?

7. INSTRUCTIONAL COMMENTARY FEEDBACK – WRITING & CONTENT Prove how you were able meet requirements. Do not make your writing focus only on the negative. Make specific connections between the commentary and your lesson plans. Provide rationales using theoretical and best practice justifications for instructional decisions and cite your sources. “Unpack” the prompts – be sure you are answering the questions It all comes down to “What is the impact on student learning?” Ask yourself this constantly.

8. INSTRUCTIONAL COMMENTARY FEEDBACK – MECHANICS PROOFREAD and have someone else proofread your paper. (Remember the Writing Center). Write in past tense. The lessons have happened. It’s over. Use active voice. See https://owl.english.purdue.edu/owl/resource/539/02/ https://owl.english.purdue.edu/owl/resource/539/02/ Do not use superlatives. “The lesson was great because …” Instead, say “I activated prior knowledge by …” or “Students were engaged in the lesson because …” Avoid things like “etc”. I don’t know what you mean by etc. Know how to: correctly punctuate direct quotations use apostrophes for possession match verbs to subjects and pronouns to antecedents capitalize proper nouns and adjectives (not common ones)