Example 1

eporting their arguments and counterarguments, I had to summarize/condense their
thoughts in order to write an argument or counterargument that the class would have been
able to use in their letters. By doing, I not only validated their responses, but made the
arguments and counterarguments clearer for the entire class to understand.
(REQUIRED) 5.
Describe the strategies you used to monitor student learning during the learning task shown
on the video clip(s). Cite one or two examples of what students said and/or did in the video
clip(s) or in assessments related to the lesson that indicated their progress toward
accomplishing the lessons learning objectives. (TPEs 2, 3)
In the first clip, I monitored student learning by circulating the classroom and making sure
that they were identifying the arguments and counterargument that I wrote in my letter. As
I circulated the classroom, I made sure that the students were on task and if they were
taking their time to start, I refocused them by asking, “What are the two arguments?” The
first clip shows students actively reading my letter to find the arguments and
counterargument, which means that they not only understood the directions, but will also
be able to provide those components in their letters. Students were also working in groups,
so they were supporting one another as they sought out the arguments and
counterarguments. For the second clip, I monitored student learning by clarifying their
arguments and counterarguments. Some of the reasons that the students were giving
could have been interpreted as arguments as opposed to counterarguments and vice versa,
so I had to refocus them and make the appropriate interpretations.