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P1: Evidence of how I clearly gave instructions at the beginning of a lesson. 

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P1: Evidence of how I clearly gave instructions at the beginning of a lesson. 

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This is a recording of the steps I gave students to solve a math equation.

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P1: Evidence of how I explicitly helped students access background knowledge.

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P1: Evidence of how I explicitly helped students access background knowledge.

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This is an excerpt from the focus and review portion of a lesson plan I developed for the math case study.

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pretend this is a screen shot or the whole lesson plan with the focus and review section highlighted

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P2: Evidence of building flexibility through questioning.

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P2: Evidence of building flexibility through questioning.

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This is a transcript of a conversation I had with a student during a lesson taught on __ / __ / __. I copied the text from a video I recorded in Edthena:

S: Participating in subitizing activity, states answer.
T: "How did you get your answer? Tell me what you saw."
S: "I saw three groups of two. I know that two and two and two is six, so I think there are six dots on the plate."
T: "Great work! I wonder, if we look at the plate again, do you see another way we can count the  dots in groups?"
S: "I'm not sure."
T: "I wonder if there can be groups of a different number other than two. What do you see?"
S: "I see groups of three!"
T: "Oh wow! How many groups of three do you see?"

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This is an audio file of a portion of a lesson from Edthena taught on __ / __ / __. It's intended to show a choral response activity we used to warm up related skills.

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(Here's a 1-paragraph plan for continued growth in this area with SPECIFIC examples)

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(Same for P2)