CTP2_EIST_ClEvR22-23.

docx Word Document

1. Last Name, First Name, and subject area: Hawkes, Morgan, Language Arts

2. Title of class (e.g. 11th grade American Literature, AP History, French II) LA9 and
LA9 Essentials

3. Context of instruction. We have been studying short stories and grammar. We have done
literary elements found in short stories and parts of speech in grammar. My EIST is based on the
grammar element.

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Claims-Evidence-Reasoning for CTP2:

Preparing to elicit

1. Make a claim about your efforts to enact each of the three central parts
(preparing/eliciting/interpreting). This is generally a sentence or two that makes a
clear claim about your instruction you will explain in the rest of the response. You
can choose to explain how this was a strength or area for growth in your claim.
a. When preparing to elicit HIT2, I had written several questions based on the
recent lessons surrounding grammar within my classroom. My students had
taken their grammar quiz the day prior and they had done decently, but many
were struggling with the basic concepts of each.

2. Present evidence that supports your claim. Make sure to link directly to your
evidence to make this as clear and accessible to the reader as possible. The links
to evidence do not need to be in their own section, but can be integrated
throughout. Make sure to make clear how you are supporting your claim with the
evidence. For instance, you should use direct quotes of what you said and why
that accomplished (or not) what you were attempting to accomplish.
a. While grading the grammar quizzes, I had found that many of my students were
messing up the same questions. Many had struggled with the idea of
prepositions and adverbs and how to pick them out in a sentence. Many could
figure out simple ones such as prepositions that CLEARLY stated position or
adverbs that ended in -ly, but other examples made them struggle
3. Explain your reasoning. That is, explain your claim and how your evidence
supports your claim.
a. Due to the overwhelming amount of similarities between students’ mistakes, I
had decided to make my questions surrounding these and how I, and my mentor,
can integrate better learning/study tactics within the classroom and help them
better grasp the materials and information

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4. Reflect:  What did you learn from your efforts in CTP2?    Focus primarily on
transferable skills you have honed, insights about this particular practice, and
what you might do next time.
a. When it comes to preparing for EIST, I think that preparing more than less is
always a good option. When preparing for the actual eliciting part, I had assumed
that I would come up with several follow up questions on the spot, but I found
myself fumbling.

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5. Anything else? We are interested in hearing your thoughts relevant to CTP2.

Eliciting Student thinking (the actual interviewing of the student)

1. Make a claim about your efforts to enact each of the three central parts
(preparing/eliciting/interpreting). This is generally a sentence or two that makes a
clear claim about your instruction you will explain in the rest of the response. You
can choose to explain how this was a strength or area for growth in your claim.
a. When eliciting HIT2, I found that finding the questions that pertained to the
grammar lesson were fairly simple, but when it came to coming up with follow-up
questions on the fly, I struggled to create thought-inducing questions. Also, when
eliciting thinking with my two students, I thought they would have more ideas on
how to enhance their own learning, since they know their learning process best,
but they did not have much input on how I could improve the assignments given.
2. Present evidence that supports your claim. Make sure to link directly to your
evidence to make this as clear and accessible to the reader as possible. The links
to evidence do not need to be in their own section, but can be integrated
throughout. Make sure to make clear how you are supporting your claim with the
evidence. For instance, you should use direct quotes of what you said and why
that accomplished (or not) what you were attempting to accomplish.
a. When I asked what kind of support that my students could have used to help
their understanding better, My students stated that having some notes and
quizlets could have been more useful so that they could have more study tools at
home at their disposal rather than only having the worksheets done in class to
look over. (0:00-0:18) When asked if there was anything else that I could do/add
to help the students more in class, the students claimed there was nothing else.
(1:40-End)

3. Explain your reasoning. That is, explain your claim and how your evidence
supports your claim.
a. I feel that the lack of ability to come up with good follow-up questions,( like
maybe what kind of support do you feel is most needed or what subject matter is
tripping you up the most so that I knew what to focus on), made the interview a
little lack-luster and the students did not benefit from it as much as I had
anticipated.

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4. Reflect:  What did you learn from your efforts in CTP2?    Focus primarily on
transferable skills you have honed, insights about this particular practice, and what you
might do next time.
a. I think I may spend more time examining the possibilities of directions that the
interviews may go in and try and come up with more explicit questions. Although
I will probably not have time in future classes, when I become employed full-time,
to interview my students often like this, having eliciting questions such as these
may help me understand where my instruction has lacked and where students
are facing the most confusion.

5. Anything else? We are interested in hearing your thoughts relevant to CTP2.

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 CTP2_EIST_ClEvR22-23.docx Word Document
A. If you could give us some examples of eliciting questions, ones that will help us shape our
questions and direction of our interviews, I would really appreciate that,

Interpreting student thinking (making sense of student responses to learn how the
student understands the content).

1. Make a claim about your efforts to enact each of the three central parts
(preparing/eliciting/interpreting). This is generally a sentence or two that makes a
clear claim about your instruction you will explain in the rest of the response. You
can choose to explain how this was a strength or area for growth in your claim.
a. When interpreting HIT2, the thinking my students gave, I found it very useful.
Since speaking with them, I have learned of different ways to perform each
lesson and how to provide different accessible materials for each student that the
variety of different learning styles are accounted for.

2. Present evidence that supports your claim. Make sure to link directly to your
evidence to make this as clear and accessible to the reader as possible. The links
to evidence do not need to be in their own section, but can be integrated
throughout. Make sure to make clear how you are supporting your claim with the
evidence. For instance, you should use direct quotes of what you said and why
that accomplished (or not) what you were attempting to accomplish.
a. Since the discussion about the grammar lesson, my students had suggested that
I provide them with extra learning materials, such as quizlets, (EIST #1, 1:40-
End) and for the new vocabulary unit we started last week, I made sure to create
a quizlet for them to access and many students decided to take the time
yesterday in class to study for their upcoming quiz on Thursday.

3. Explain your reasoning. That is, explain your claim and how your evidence
supports your claim.
a. I still feel like I do lack of understanding of what the kids specially need in terms
of instruction, but I am glad that I was able to provide follow-up material for
students ands give them extra support where they shared they needed it.

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4. Reflect:  What did you learn from your efforts in CTP2?    Focus primarily on
transferable skills you have honed, insights about this particular practice, and
what you might do next time.
a. I feel that I need to do more frequent check-ins on my students to assure they
are understanding the content. I also need to ask explicitly what other forms of
support is needed so that they can succeed to their fullest potential.

5. Anything else? We are interested in hearing your thoughts relevant to CTP2.

CTP2_EIST_ClEvR_2-232.docx