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1. The tasks are similar by asking for the lesson plan, supporting student learning, and assessments and how they help strengthen the students understanding.

2. The tasks are different because task 2 is the only one that requires a video of yourself and makes you look at the way you teach on a visual level and less of a content level. Task 1 is more about planning and how you prepare to handle the lesson. Task 3 is more about assessments and how you plan to move forward on future lessons based on the results. Task 4 is more about analyzing a students learning process.

3. Task 1 is more about planning and how you prepare to handle the lesson. Task 2 is the only one that requires a video of yourself and makes you look at the way you teach on a visual level and less of a content level. Task 3 is more about assessments and how you plan to move forward on future lessons based on the results. Task 4 is more about analyzing a students learning process.

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1. These tasks are similar because they all require feedback and self analysis on what can be done to assess students. Each task requires you to analyze prior knowledge and accompany with academic language. Each task is about monitoring student progress and learning. The main goal of each task is student progress.

2. They each have different steps required. For example, planning and using strategies.
Planning commentary- what you’re going to do during the lesson
Assessment commentary- feedback/ were you effective?/ what went well?/ what didn’t/ how can you change that

3. The tasks all have the goal of self reflection and self assessment. As a teacher, how will you personally do better or change in order to have optimal student success and knowledge gained for students.

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How are they similar?
Each Task will be in reference to the same learning segment at hand, and the ways that this instruction will take place in the classroom. They all involve consideration for the varying students, the pedagogy of content instruction, and the assessment to see the effectiveness of the learning and contributions taking place.

They all work to showcase how the lessons and instruction build off of one another and possess a flow that promotes the development of student learning.

They all implement accommodations to all students’ learning needs.

They all remain considerate of assessment, and work continuously with both formal and informal assessments, of the formative and summative nature.

How are they different?
While Task 1 is the learning segment itself, task two is an actual filming of the lesson. These differ greatly because a lesson plan on paper can be much different from the implementation in the actual classroom. This creates places for the student submitting to review the video in comparison with their Task 1, and write what could have been done better and what they had planned to do and maybe failed to execute.

These tasks are different from the third task, because this is where we focus on the actual effectiveness of the less where we both monitor and evaluate the student learning. While they are all interconnected and related to one another, this section will allow the submitter to assess how they are able to observe the effectiveness of the lesson and the actual learning being done by the students. Task 4 involves mathematics which has shown that 3-5 consecutive lessons are crucial to students’ learning in the content area. Math must be able to allow connections to flow in subsequent lessons. The development of knowledge on the subject matter is essential because we cannot teach what we do not know. We must provide a variety of strategies especially when it comes to math because there are so many different ways we can get to the same solutions. This discusses the importance of accommodating all students’ learning needs. This task is where we implement the assessment we formed through our collection of information from all previous tasks. In task 1,2, and 3, we have already analyzed all of the collected data.

What do they require you to do?
We need to know about the assessment data of our students, this will help us know how to group the students and how to mindfully structure our classroom and content instruction.

In this task we are considerate of differentiation and the different learners that would be in the class. It is also important in this section that we are mindful of the prior knowledge and the background knowledge that students are coming in with, and how it varies within each student. The teacher should continue to be mindful of the everyday experiences that the students go through each day, which will ultimately enhance the lesson and instruction as it can be adjusted to fit the lives and learning styles of the students. The lessons could even (or really should!) include inclusions to cultural backgrounds, the exposure of different cultures, and work to generate a welcoming and inclusive classroom environment.

In this task, we will establish the central focus of the lesson, and the essential literacy strategy that will be used by students to comprehend and compose texts within the learning segment.

After providing the central focus, then provide the standards (CCSS), the learning objectives (measurable and concise, with relationship to the standard), and the assessments.

There will be justification on how the learning segment builds off of itself in a way that allows for the students to have a nice flow for their learning and instruction and sets them up to readily make connections within the lesson regarding the essential literacy strategies.

In this section, there will also be principles used by research and theory to back up our instructional procedures and structured practice.

Also include the strategies that you will use to intervene and provide support as you aid students at different levels of learning, understanding, and ability in the classroom.

Furthermore, include the language functions and academic language demands that will be used in the lesson.

And lastly, as aforementioned, provide the guidelines for the assessment of the student work.

Using informal data from students such as writing pieces or homework can show proof of student learning and growth more than a formal test. Sometimes the pressure of a test that will affect their grade may influence performance and not push for students to give their best, honest work, but instead work they know will get them an A. Positive feedback that gives ideas as to how to improve rather than just red slashes on a paper also motivates students to not be afraid to make mistakes because they know there is room for improvement and growth. Collecting three forms of writing from different points of the year can also show growth and improvement as well as a pattern of learning. When collecting this data it should be from a student with special learning needs such as ESL, ELL, or special education student. Feedback with improvements should be given to the student whose data was collected in the form of writing or a video. By analyzing what errors may have been made, improvements for growth can be planned for future lessons. Differentiation can be applied since the data collected is from the perspective of a student with special learning needs.

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How are they similar?
- considering the variety of learners and ways to support them
- Tasks 2 & 3 incorporate feedback and its benefits
- all tasks include assessment of student learning and progress

How are they different?
- we identified each task as a part of the execution of the lesson, task one is the planning, task two is the implementation of the lesson, and task three is the assessment of student learning, with the development of the lesson, we need to keep each task in mind and what is expected of us with each task

What do they require you to do?
- task one is applying prior knowledge and adding new additional language demands in future lessons
-task two asks us how we will execute the actions we planned for in task one; this task focuses more on engagement of the students throughout the lesson itself; they would expand their learning through feedback, support from the educator, and application of that knowledge
-task three requires a lot of reflection about the lesson for both the students and the teacher; during task three, you gather evidence/samples of student learning; during this task, individual strengths and needs are recognized through various types of feedback; evidence gives us information about the content understanding within students

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How are they similar?
The tasks are similar in that they should all have meaningful, thoughtful and well planned out responses. They all require reflection on your commentary or lesson plans. They also all consider how you can support your students through the different stages of the lesson. Tasks 2, 3 and 4 all focus on feedback, and tasks 3 and 4 say to choose three students, analyze their difficulties and strengthen their knowledge in that area.

How are they different?
The tasks represent different stages of the process, your thoughts before, during, and after the lesson. Task One is the planning, Task Two is the Reflection about your own lesson, and Task Three is about assessing your students' learning.

What do they require you to do?
Task 1 requires that you plan your lesson with students in mind, and with appropriate supports. You also have to monitor how students are learning. Task 2 requires rewatch a video of your lesson and reflect on how you provided a positive learning environment and deepened students' learning. You then have to reflect what how you would change how you did in the future. Task 3 requires you to pick an assessment that evaluates students' developing knowledge and skills. You also have to provide and document feedback for the students. Task 4 requires that you assess your students' mathematical skills and work on an area that students are struggling in with math.

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Each prompt focuses on student or teacher reflection. For example, students are thinking about what they understand from the content and lesson. The teacher is reflecting on what went well in the lesson and any changes to improve. Another similarity between all three tasks is rubrics. Each task has a detailed outline of what is required for each commentary.

The differences between each prompt are that each is focusing on specific phases. For example, the planning commentary is focusing on before the actual lesson. The video commentary is occurring during the lesson. The assessment commentary is occurring post lesson that is based on reflection.

Another main difference between the commentary prompts is the usage and requirements of the language. For each prompt, the language demands are different. For the planning commentary, there is a focus on supporting the content language. For the video commentary, there is a focus on what language was actually said during the lesson. For the assessment commentary, there is a focus on how the language was comprehended by students.

The planning commentary requires teachers to have a central focus that is shown throughout the entire lesson. The central focus should include appropriate language demands. The video commentary requires permission to record in the classroom and having the correct amount of clips with the required timing. The first clip should include how students are actively engaged. The second clip should support students in applying central literacy skills or compose text in a meaningful way. The assessment commentary requires to analyze the assessment of the teachers choice. It also requires the criteria that is being used to assess the students work.