PPAT TASK 1 Template

Step 1: Factors, Resources, and Protocols

Task 1 Knowledge of Students and the Learning Environment

Activity 1: Completing the Contextual Factors Chart
Textbox 1.1.1: Understanding the Contextual Factors Influencing Instruction and Student Learning

Guiding Prompts
a. Identify your chosen community factor. Urban environment

one possible instructional strategy Discovery/Inquiry-based learning

one learning activity Research companies who specialize in outdoor

activities, travel, or “green” companies for which they
might like to work as a career

rationale that explains how the identified strategy Due to the urban environment, students have limited
and activity connect to the chosen factor. knowledge of the benefits of experiencing nature and
the importance of protecting the environment. As part
of the Ethics unit, students being exposed to the
ethical responsibility of protecting the environment
may inspire them to understand the benefits of
nature and why it’s vital that it is protected.

b. Identify your chosen school/district factor. Literacy rate

one possible instructional strategy Academic vocabulary and language

one learning activity “Words Alive” vocabulary worksheet

rationale that explains how the identified strategy and Because of the low literacy level of students,
activity connect to the chosen factor. incorporating academic vocabulary will assist in
increasing students’ vocabulary, thus allowing them
to practice their literacy skills. The activity is a low-
threat, enjoyable activity that includes drawing, and
practicing higher-level thinking by asking the
students open-ended questions.

*Required artifact for this textbox: • the Contextual

Factors Chart (maximum of three pages)

Activity 2: Responding to the Identified Resources

Textbox 1.1.2: Available Resources to Enhance Student Learning

Guiding Prompts
a. Resource 1 Chromebook

explain how you would use in your classroom to To enhance direct instruction, the Chromebook
support student learning. provides a wealth of supplemental information to
support student learning, in addition to providing 24/7
 direct access to learning materials via Google
Classroom. Students also access grades and
missing assignments on TylerSis.

a. Resource 2 CTE Websites

explain how you would use in your classroom to Extensive resource of standards-based lessons and
support student learning. projects specifically created to target student
engagement.
Lessons used for daily instruction

b. Select a particular characteristic Emotional/Behavior disorder

explain how a resource from the Instructional and Mental Health Intervention Team to support students
Support Resources Chart, different from the two who are unable to be successful in the classroom
discussed in the previous prompt (Guiding Prompt a), due to emotional needs or behavior interruptions.
MHIT works 1-on-1 with students to bring them back
could enhance student learning.
to baseline or tutor those who need additional
support in an environment outside of the classroom

*Required artifact for this textbox: • the Instructional

and Support Resources Chart (maximum of three
pages)

Activity 3: Understanding Classroom Norms, Protocols, and Agreements Every classroom operates according
to sets of norms, protocols, and agreements; some of these norms, protocols, and agreements are established
by the teacher or the school, whereas others are created by students and teachers working together. Access
and review the norms, protocols, and/or agreements for the classroom to which you are assigned and then
respond to the guiding prompts below.
Textbox 1.1.3: Norms, Protocols, and Agreements

Guiding Prompts
a. Describe one example of a classroom norm, Pre-teaching behavior matrix upon arrival in the
protocol, or agreement. classroom

Explain how it facilitates instruction, enhances By pre-teaching the behavior expectations, this
student learning, and/or impacts the learning reminds the students of the appropriate behavior
environment. conducive to successful learning in the classroom

b. Describe one example of a technology norm, Earbuds/music in the classroom only on approval
protocol, or agreement.

Explain how it facilitates instruction, enhances Prohibiting music playing out loud or earbuds in the
student learning, and/or impacts the learning ears, except for on approval allows the teacher to
environment. instruct without distraction and to ensure the student
is actively listening to the instruction being provided.
Also, studies have shown that multitasking your brain
in such a way deteriorates your performance and
comprehension

c. Identify and describe one norm, protocol, or One agreement on which the students and I have
agreement that you and your students could create collaborated is regarding raising their hands to
together. answer questions or give input.

Explain how it would facilitate instruction, enhance We came to the understanding that in the “real
student learning, and/or impact the learning world”, people don’t generally raise their hands
environment. during a conversation/discussion. In business class,
the attempt is to simulate the real world to as much
extent as possible. This allows for a more organic
discussion experience where everyone’s input is
valuable and has taught them the social construct of
not interrupting or monopolizing the conversation

Step 2: Knowledge of Students

Activity 1: Getting to Know Your Students Create or choose a meaningful, whole-class activity that honors and
values your students as unique individuals (e.g., student interest activities or projects, journaling, short
biography). Give each student in your class the opportunity to participate in the activity so that you can gather
information relevant to your students’ interests, and then respond to the guiding prompts below.
Textbox 1.2.1: Getting to Know Your Students

Guiding Prompts
a. Analyze one example of how this information Pacing adjustment - some students were done within
would influence a whole-class instructional decision 15 minutes, and others took up to 45 minutes
you would make. because they were experimenting with extra details

Provide a rationale for your decision. Taking the average time it took the students to
complete the assignment, this information can be
used as a guide for the pacing of my instruction to
make sure I’m not going too fast or too slow for
student engagement.

b. Analyze how this information would influence an Focus student: slower pace than his peers. Set
instructional decision you would make for this deadlines due to student spending an extraordinary
student. amount of time on details. Also, tutoring student on
note taking to expedite his note-taking time. Another
option is providing resources (slide show of the direct
instruction) for him to take notes at his own pace.
Provide differentiation by instructing student to write
fewer notes (example: if there are 5 items, student
writes only 3)

Provide a rationale for your decision. Providing the additional resources will help him
practice time management in addition to providing
extra time will lower his frustration in falling behind.

*Required artifact for this textbox: • one completed

student sample from the Getting to Know Your
Students activity (maximum of two pages)
Activity 2: Understanding Your Students A core feature of exemplary teaching is getting to know and
understand your students as unique individuals. This means not only valuing and appreciating their
backgrounds and personal histories but also recognizing the various ways in which they demonstrate
competence (i.e., have mastered an area of learning).
Identify two Focus Students who reflect different backgrounds and personal histories. Then respond to the
following prompts.
Textbox 1.2.2: The Focus Students

Guiding Prompts
a. Describe 1st identified Focus Student’s cultural Mother & Stepfather. Good family life. 5 siblings in
and linguistic assets, lived experiences, and the house. Father passed away when he was 3yr old.
academic strengths and learning needs. Was expelled from HS due to fight over someone
talking badly about deceased father. Enjoys sports.
Visual/Kinesthetic learner

Explain how this student contributes to the learning Student is open and willing to learn. Student also
environment of your classroom. communicates when he is struggling.

Describe 2nd identified Focus Student’s cultural and Adopted by Aunt & Uncle. No contact allowed with
linguistic assets, lived experiences, and academic mother. Middle child (2 sisters - one 1 year older,
strengths and learning needs. one 9 yrs younger)
Mixed race, including Latino, Native American
Creative, video & computer games, watching
basketball
SEL Skills - blurting, monopolizing discussions.
Multiple mental health disorders.

Explain how this student contributes to the learning Contributes to the discussions, showing a depth of
environment of your classroom. knowledge and understanding, helping peers to
understand content.

b. Based on your knowledge of Focus Student #1, Instructional Strategy: Adapting to learning
identify and describe one possible instructional styles/multiple intelligences (Kinesthetic)
strategy and one learning activity that you and this
Activity: Review game - Business Basketball
student could create together to use in your
25 easy questions (1pt), 25 challenging questions
classroom to support this student. (2pts)
Set up a “court” with a free throw line (masking tape)
and a trashcan (basket) 8’ away. If the student gets
the answer correct, they can shoot a paper wad into
the basket for an extra point.

Explain how the identified strategy and activity reflect Obsession with basketball may motivate the student
your understanding and appreciation of this student’s to be engaged in the content material. Using
cultural and linguistic assets, lived experiences, kinesthetic methods for review is aligned with
student’s learning style. Since there are 4 other
academic strengths, and learning needs.
minors in the house, student may benefit from 1-on-1
time with an adult which he doesn’t get at home.

c. Based on your knowledge of Focus Student #2, Instructional Strategy: Peer teaching/collaboration
identify and describe one possible instructional
strategy and one learning activity that you and this Activity: Creative Spaces Project -
Students build a virtual space, selecting images to
student could create together to use in your design a space where they would feel most
classroom to support this student productive and inspired. Student and I would
collaborate to design a space together, then student
would peer teach the other students on how to
complete the project.

Explain how the identified strategy and activity reflect Builds confidence, allows student to share
your understanding and appreciation of this student’s knowledge. Allows student to engage his creativity.
cultural and linguistic assets, lived experiences, Practicing social skills may help foster peer
acceptance. Due to Reactive Attachment Disorder,
academic strengths, and learning needs.
collaborating with adult may help with
teacher/student relationship.

Activity 3: Communicating with Your Students’ Families Equally as important as developing relationships with
your students is cultivating partnerships with your students’ families. There are multiple ways to foster these
partnerships (e.g., face-to-face parent/teacher/student discussion circles, interactive family nights). Based on
your knowledge of your students, create one communication method that you will use to learn about and
connect with your students’ families/caregivers.
Textbox 1.2.3: Communicating with Your Students’ Families After creating and using the communication,
respond to the guiding prompts below.

Guiding Prompts
a. Explain how your method of communication Sending weekly emails in addition to the weekly
conveys the importance of cultivating positive progress report will help keep families engaged in the
relationships with students and their families. student learning process.

Use examples from your communication to support Responses from parents have included thanking me
your explanation. for informing them their student was behind in their
progress. Others have asked how the student can
receive more support in their online lessons.

b. Explain how your method of communication With the students being virtual, there would be no
fostered interaction among you, your students, and consistent interaction with the families if not for the
your students’ families. weekly progress reports. One parent responded that
she wasn’t aware there would be final exams for
virtual students. Because of this parent
communication, the mother was thankful that she
could work with her student in advance to relieve
student’s anxiety.

Use examples to support your explanation. Although I have regular interactions with the students
via assignment feedback, some students have
responded to the emails to thank me for the positive
encouragement.

c. Describe the overall response you received from I have received little feedback from students and
your communication. families, so this method should be used in
conjunction with phone calls, school-sponsored
family engagement nights, and porch visits.

How will this response impact an instructional With this being a virtual classroom, the impact will be
decision you will make in your classroom? to continue to monitor student progress and make
adjustments if additional family contact is required to
 support student engagement.

Use examples from the responses you received to The indirect feedback I have received is observing an
support your analysis. increase in student activity after the progress reports
have been sent.

*Required artifact for this textbox: • your

communication with students’ families (maximum of
one page)