Edtpa Business - Planning Commentary

Business Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of this learning segment is to design a document in a new computer
application by applying a transferability of skills that were used when learning a different
computer application. The word design is understood to mean to create, fashion, execute, or
construct according to plan according to the online Merriam-Webster definition
(http://www.merriam-webster.com/dictionary/design). When students design in class, they are
creating and formatting a document according to specific instructions.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address business-related
conceptual understanding,
technical skills, AND
problem-solving strategies.
[Within this learning segment, the following standards will be addressed:
- Determine the central ideas or conclusions of a text - MN Academic Standards for
ELA - 6.13.2.2
- Follow precisely a multi-step procedure when performing technical tasks - MN
Academic Standards for ELA - 6.13.3.3
- Applications National Business Standard - VII Applications
- Spoken Communication - National Business Standard IV
Conceptual understanding:
Students will determine the central ideas or conclusions of text that is read in order to have a
conceptual understanding about:
File management in order to organize digital information
Identifying Microsoft Word as a program that can be used to create documents
Creating, saving and accessing files using Microsoft Word
Designing documents using different font styles, colors and sizes to make a document
more visually appealing.
Students will use spoken communication in an informal setting and participate in group
discussion as a language demand in order to understand vocabulary and develop
business-related discourse.
Technical skills:
Students will follow precisely a multi-step procedure when performing technical tasks in order to
select and use Microsoft Word to design a document with various formatting options and to
demonstrate a transferability of skills between computer applications.
Students will be able to identify and use applications that are appropriate for specific tasks,
identify help features and reference materials to learn applications and solve problems, and
demonstrate a transferability of skills between applications.
Problem-solving strategies:
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Business Education
In order to demonstrate a transferability of skills between applications without having been

taught to use the new application, students will precisely follow a multi-step procedure when
performing technical tasks, identify and use Microsoft Word and Google Docs, identify and use
help features and reference materials to learn applications and solve problems.]
c. Explain how your plans build on each other to help students make connections
between business-related concepts, technical skills, and problem-solving strategies to
deepen their learning of business education through the completion of a project or
product.
[Lesson one - Students will gain a conceptual understanding of how to identify and use
Microsoft Word by labeling and identifying features and tools of a Microsoft Word application
screen and a desktop screen and will learn the technical skill of creating a file management
system through a teacher-led activity.
Lesson two - Through a teacher-led, hands-on activity, students will use technical reading skills
and their labeled screen shots to identify the Microsoft Word application, open it, and learn
vocabulary and application tools and features available in Microsoft Word.
Lesson three - Students will develop problem-solving strategies as they use their:
a) conceptual understanding of vocabulary,
b) conceptual knowledge of tools and features,
c) technical ability to identify and select Microsoft Word, and
d) technical ability to organize digital information
to use the Microsoft Word application to learn the technical skills necessary to create, save and
access files by following a multi-step procedure.
Lesson four - Students will continue to develop problem-solving skills as they use all of the
prior knowledge from lesson four to develop the technical skills necessary to edit and format text
using Microsoft Word.
Lesson five - Students will use a vocabulary sheet, partner collaboration, and group discussion
to review their understanding of vocabulary, tools and features in Word.
Lesson six - Students will use problem-solving strategies to demonstrate a transferability of
skills into a new application. Students will apply what they have learned using Microsoft Word
to design a Google document that closely matches a previous assignment. Since buttons will
look different and some font styles may be different, students will need to use problem-solving
strategies in order to produce a document that is similar to another document that has been
created. The verbal instruction will set the assignment up in a business context.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
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[Students have learned to how to do the following in their Google drives:

create a Google document to use for keyboarding practice students warm-up (bell
ringer) assignment is often to practice keyboarding in the document.
make a copy of a view only document in order to make changes to it This skill was
used to create notes and perform prior assignments. All students have received credit for
submitting these notes and assignments.
highlight and type in the copied Google document This skill was used to create notes in
a prior unit, and all students have submitted their notes for credit.
create a folder to organize their Google documents into their classroom folders. I walked
around class one day and confirmed that each student had their class folders and that
their Technology class folder contained the assignments that we had been working on in
class
share a document in order to submit it to me for grading all students have done this
with prior notes and assignments
Students are still learning to:
read technical material. Students know that the steps for reading technical material are:
Read closely, check for understanding, and do it one section at a time. Students will
continue to develop this skill in this learning segment.
summarize digital text by highlighting the information using three colors one for
definitions, one for how to instructions, and one for other important information.
Students will continue to develop this skill in this learning segment.]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[Based on a survey that I gave students at the beginning of the semester, all of the students
stated that they are very comfortable with computers or do pretty well with computers except
for one student who stated that she is a little comfortable with computers.
Most students had a learning goal related to the class learn to type faster/the right way, do
more stuff on computers, and how to code were the most common. All students want to earn
an A or B in the class. Several students stated that they love to learn and are excited about
taking a technology class. No student had a negative statement about having to take the class
(which is generally what I hear with older students). All of this was very encouraging because it
means that these students passion and excitement for learning have not been squashed.
One student was born in Mexico. His listening and reading skills are developing. His writing
skills are Beginning, and his speaking skills are Expanding. His goals are: 1) Work to
connect sentences and write short paragraphs and 2) practice writing to a prompt and
answering the question that is being asked. Though there isnt much writing that we do in our
class, there will be opportunities for him to answer questions and respond to prompts.
Another student was born in Guatemala. Her reading and writing are Developing. Her
listening and speaking are Bridging. Her goals are 1) Work on locating main ideas, details and
writing a summary and 2) use academic vocabulary when she explains her thought process.
Both of her goals will be addressed in our Office Basics unit.
One student has a 504 plan that specifies a reading disability of irregular sight word deficit.
This student also noted on his survey that he does not like to read in front of people. When
asked, If you could change one thing about your life, what would it be?, his response was to

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be a better reader. Fifteen of the 30 students have not met the standards for reading based on
the most recent MCA scores.
Eleven of the thirty students are on free or reduced lunch. Because this is often used as an
indicator of socio-economic status, I cannot assume that students have access to a computer
and/or internet access at home. This unit will be the first exposure to Microsoft Word for many of
the students, and since Microsoft Word must be purchased, I cannot assume that students will
be able to do assignments at home. For these reasons, adequate time must be given during
school hours to complete daily work.
I have noticed three students that tend to not engage when asked to do a task. They are either
talking or just zoning out. I make it a point to check in with these students quicker to be sure
that they are starting the task while I continue around the room.
Based on my experience from last year, there will be some students that will grasp the material
much quicker than others. These students have not been given a label of gifted, but I will be
able to identify them as the unit progresses because they will finish tasks much quicker and
many will ask, What do we do if we are finished? These students will require material that is
more mentally stimulating so that they do not become disengaged. ]
3. Supporting Students Learning of Business Education
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning
Task 1. In addition, use principles from research and/or theory to support your
justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students prior academic learning, their assets, and
research/theory.
[I will model the Try It Out and Painter activities from Lesson 4 instead of using them as a
graded, formative assessment. According to Marzano, Pickering & Pollock (p.67-71), student
need a fair amount of focused practice, especially when they are following multi-step
instructions. Also, according to Buehl (p.26-29), it is necessary to model reading disciplinary
text so that students can develop their own disciplinary thinking. I cannot expect that students
would be able to read disciplinary text yet, especially since so many are coming in with low
reading test scores.
I will also allow students to work together on all assignments (except quizzes and tests)
because according to Alvermann, Phelps, and Gillis (p.41), students will benefit from engaging
socially in groups where others more knowledgeable than them can guide their thinking.
Additionally, Ladson-Billings states that culturally relevant teachers encourage the students to
learn collaboratively, teach each other, and be responsible for each others learning (p.163).
I will require students to have a perfect score on Activity 2, Try It Out, and Painter because,
ordering to Ladson-Billings, culturally relevant teachers demanded, reinforced, and produced
academic excellence in their students (p.160). It is important that students know that I expect
excellence and that they are capable of excellence. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.

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Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[Instructional strategies and planned supports appropriate for whole class:
Instructor provides learning goals Increases motivation (Marzano, p.9-28)
Instructor provides self-assessment tool to track progress Increases motivation
(Marzano, p.9-28)
Instructor models technical reading strategy (Buehl, p.111-113) and summarizing
strategy (Marzano, p.35) Learning activity to introduce students to a conceptual
understanding of business related content.
Students participate in a teacher-led, hands-on learning activity related to the concepts
that were read Focused practice used to develop vocabulary, discourse and technical
skills is important when practicing a multi-step skill (Manzano, Pickering & Pollock, p.70)
Notes used for technical reading (Buehl, p.111-113) and summarizing strategy (Marzano,
p.35) Learning activity to introduce students to a conceptual understanding of business
related content.
Fill in the blanks for second part of the notes Increases motivation through missing
information (Marzano, p.101)
Notes will be submitted Increase motivation through mild pressure (Marzano, p.102103)
Lesson 1 Quiz - Increase motivation through mild pressure (Marzano, p.102-103), use
tests as a study event, providing feedback for missing learning (Bjork & Bjork, p.58)
Celebrate success Builds teacher/student relationship, increases self-efficacy
(Margolis & McCabe)
Instructor provides learning goals Increases motivation (Marzano, p.9-28)
Activity 2 Students work on individual assignment that will be graded Mild pressure
increases motivation (Marzano, p.102-103) while student uses problem-solving skills
Instructor directs students to see connection between effort and learning Increases
self-efficacy (Margolis & McCabe, Marzano, p.14)
Instructor connects prior learning to todays learning targets Frontloading instruction
that activates and builds academic knowledge (Buehl, 122-129, Marzano, p.9-28)
Instructor acknowledges that there may be some confusion as we focus on learning
(Dweck, p.15-19) and develop a growth mindset(Metoyer)
Activity 3 Students work on individual assignment that will be graded Mild pressure
increases motivation (Marzano, p.102-103) while student uses problem-solving skills
Review of the days learning Meta-cognitive, increases self-efficacy (Margolis &
McCabe)
Screen Shot Quiz - Increase motivation through mild pressure (Marzano, p.102-103),
use tests as a study event, providing feedback for missing learning (Bjork & Bjork, p.58).
Vocabulary Worksheet and group discussion Learning activity to review vocabulary and
develop discourse while students engage socially in a group. (Alvermann, Phelps &
Gillis, p.41)
Quiz Office Basics - Lesson 3 - Increase motivation through mild pressure (Marzano,
p.102-103), use tests as a study event, providing feedback for missing learning (Bjork &
Bjork, p.58)

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Lesson 3 Quiz - Verbal prompt that students pretend a well-known businessman is hiring
them to do the task Connects the quiz to a business-related topic using a cultural asset
Prior knowledge (Buehl, p.111-113)
Attention to students hard work Builds teacher/student relationship (Marzano, p.149)
Accommodations for students with difficulty reading, English Language Learners, IEP/504
students, students struggling with focus:
Provide paper copy of quiz that is read in the adjoining classroom
Paper copy of notes provided and read in the adjoining classroom
Frequent check-in by teacher to check student progress
Additional time allowed, as needed ]
c. Describe common preconceptions, errors, or misunderstandings within your content
focus and how you will address them.
[Some students may close documents without saving since saving isnt necessary in their
Google documents. With Activity 2, some students will use the save instead of the save as
and overwrite their files. With Activity 3, some students will not understand that the means
that they should include the entire line or paragraph. With all of these misconceptions and
errors, I will let students make the errors and correct them. This helps students to focus on
learning instead of a grade (Dweck) and develop a growth mindset as they encounter
difficulties and persevere through them (Metoyer). ]
4. Supporting Development in Business Education Through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for students to engage in learning tasks
related to your central focus. Listed below are some sample language functions. You
may choose one of these or another more appropriate for your learning segment.
Analyze
Argue
Categorize
Compare/contrast
Describe
Design
Evaluate
Explain
Interpret
Summarize
[Students will learn to design (create and format according to instructions) documents in
Microsoft Word. ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function. Identify the lesson in which the learning task
occurs. (Give lesson day/number.)
[On October 8 (in lesson 4), students will design a document in Microsoft Word by following
precisely multi-step instructions (Office Basics Lesson 3 - Activity 3). ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary and/or symbols

Plus at least one of the following:
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Syntax
Discourse
[Vocabulary: Students will need to understand the following vocabulary in order to accomplish
the learning task using the language function: Select, file, folder, font, format, point (pt)
Syntax: Students will highlight vocabulary (and definitions) in lesson notes. Students will create
a list of definitions for the key vocabulary terms that are used in this unit. Students will
participate in group discussion in order to process through key vocabulary.
Discourse: In addition to reading and having a working understanding of the vocabulary,
students will participate in group discussion in order to process through key vocabulary. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (vocabulary and/or symbols, function, syntax, or discourse).
[The following materials will be used as planned instructional supports.
Lesson 1 File Management Notes will be used by students to gain a conceptual
understanding of the vocabulary files and folders by reading and highlighting the notes.
There will be a teacher-led hands-on activity to create, rename, copy, move and delete folders
in order for students to understand, develop and use vocabulary, syntax and discourse. There
will be a teacher-led hands-on activity for students to label screen shots in order for students to
understand and develop vocabulary, syntax and discourse.
Lesson 2 Office Basics Lesson 1 Notes will be used by students to gain a conceptual
understanding of the vocabulary application and ribbon and other vocabulary, syntax and
discourse by reading and highlighting parts of the notes and inserting missing information in the
notes. Students will develop and use vocabulary, syntax, and discourse as they participate in a
teacher-led, hands-on activity.
Lesson 3 Office Basics Lesson 2 Notes will be used by students to gain a conceptual
understanding of the vocabulary file by reading and highlighting the notes. Instructor will
model technical reading skills and demonstrate the meaning of vocabulary and discourse while
students participate in a hands-on activity to develop technical skills. Students will use the
formative assessment called Activity 2 as an instructional support (Bjork & Bjork) to
understand, develop and use vocabulary (application, file, folder, ribbon), syntax and
discourse while creating, saving and accessing files.
Lesson 4 Office Basics Lesson 3 Notes will be used by students to gain an understanding of
the vocabulary select, font, point, toggle and format painter and other vocabulary, syntax
and discourse by reading and highlighting the notes. Students will participate in teacher-led
hands-on activities using OB L3 - Try It Out #1 and OB L3 - Painter instructions in order
to understand, develop and use vocabulary, syntax, and discourse while formatting documents.
Students will use the formative assessment called Activity 3 as an instructional support (Bjork
& Bjork) to understand, develop and use vocabulary, syntax and discourse while designing a
document.
Lesson 5 Vocabulary Sheet will be used by students understand, develop and use
vocabulary, syntax and discourse by completing the worksheet and participating in discussion
related to the vocabulary.
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Lesson 6 Students will use the formative assessment called QUIZ - Office Basics - Lesson 3
as an instructional support (Bjork & Bjork) to understand, develop and use vocabulary, syntax
and discourse while designing a document in a different application ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students business-related conceptual understanding, technical skills, AND
problem-solving strategies throughout the learning segment.
[Lesson 3 The Lesson 1 Quiz will provide a formal, formative assessment to see if students
can identify tools and features in Microsoft Word to indicate a conceptual understanding of the
tools that are available for creating documents. The Activity 2 assignment will be used as a
formative assessment of the technical skills and problem-solving strategies necessary to create
and save documents and organize and access files.
Lesson 4 The Try It Out and Painter assignments will be used as informal assessments to
see if students are developing the technical skills necessary to create and format documents
and use a file management system to organize digital information. The Activity 3 assignment
will be used as a formative assessment of the technical skills and problem-solving strategies
necessary to design (create and format) documents following precisely multi-step directions.
Lesson 5 The Screen Shot Quiz quiz will be a formal, formative assessment used to
indicate that students can identify tools and features of a Microsoft Word screen to indicate a
conceptual understanding of the tools that are available for creating and formatting documents.
Lesson 6 The Quiz Office Basics Lesson 3 quiz will be used as a formal, formative
assessment of the technical skills and problem-solving strategies necessary to design
documents using a transferability of skills learned by following precisely multi-step directions. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[While informal, formative assessments are being done, all students have access to the
instructor and each other to talk through their learning. Students who have reading difficulty
and/or are Limited English Proficient will have quizzes read to them in an adjoining room.
Students who have trouble reading between the screens and instructions or who have trouble
following one instruction at a time will have a paper copy of instructions.
References:
Lesson 3
Christian, Holly, (2011). Office Basics Lesson 1 Quiz.
Christian, Holly, (2011). Office Basics Lesson 2 Activity 2
Lesson 4:
Christian, Holly, (2011). Office Basics Lesson 3 Painter.
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Christian, Holly, (2011). Office Basics Lesson 3 TRY it OUT #1

Christian, Holly, (2011). Office Basics Lesson 3 Activity 3.
References used throughout all tasks for research and theory:
Alvermann, D., Phelps, and Gillis. (2010). Content Area Reading and Literacy: Succeeding in
Today's Diverse Classroom. 6th ed. Boston, Mass.: Allyn & Bacon
Bjork, E. & Bjork, R. (2011). Making Things Hard on Yourself, But in a Good Way: Creating
Desirable Difficulties to Enhance Learning. In Gernsbacher, M., Psychology and the real world:
Essays illustrating fundamental contributions to society. (55-63). New York, NY: Worth.
Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International
Reading Association.
Butler, R. (1988). Enhancing and Undermining Intrinsic Motivation: The Effects of Task-Involving
and Ego-Involving Evaluation on Interest and Performance. British Journal of Educational
Psychology, 58(1), 1-14.
Dweck, C. (1999). Self-theories: Their role in motivation, personality, and development.
Philadelphia, PA: Psychology Press.
Ladsen-Billings, G. (1995). But that's just good teaching! The case for culturally responsive
pedagogy. Theory Into Practice, 34, 159-165.
Margolis, H., & McCabe, P. (2004). Self-Efficacy: A Key to Improving the Motivation of Struggling
Learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 241-249.
Marzano, R. (2007). The art and science of teaching a comprehensive framework for effective
instruction. Alexandria, Va.: Association for Supervision and Curriculum Development.
Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom Instruction That Works:
Research-based Strategies for Increasing Student Achievement. Alexandria, Va.: Association for
Supervision and Curriculum Development.
Metoyer, M. (2014, September 18). Growth vs Fixed Mindset. Retrieved October 25, 2015, from
https://www.youtube.com/watch?v=brpkjT9m2Oo ]

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Business Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

File management in order to organize digital information

Identifying Microsoft Word as a program that can be used to create documents

Creating, saving and accessing files using Microsoft Word

In order to demonstrate a transferability of skills between applications without having been

[Students have learned to how to do the following in their Google drives:

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Vocabulary and/or symbols

Christian, Holly, (2011). Office Basics Lesson 3 TRY it OUT #1

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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