<p> EVENT 2: ENVIRONMENT INQUIRY</p><p>ESTABLISHING AN ENVIRONMENT FOR STUDENT LEARNING</p><p>INQUIRY PROCESS</p><p>PLAN  Identify CSTP focus  Gather information and understanding through professional discussion, observation, and reading</p><p>TEACH  Incorporate new knowledge into classroom instruction</p><p>REFLECT  Think about the implementation of this knowledge</p><p>APPLY  Use new knowledge in future teaching</p><p>2.1</p><p>How could you use the assessment inquiry process to support academic achievement in your classroom?</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service.</p><p>Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING</p><p>2.1 Creating a physical environment that engages all students</p><p>2.2 Establishing a climate that promotes fairness and respect</p><p>2.3 Promoting social development and group responsibility</p><p>2.4 Establishing and maintaining standards for student behavior</p><p>2.5 Planning and implementing class procedures and routines that support student learning</p><p>2.6 Using instructional time effectively</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service. 2.2 Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>DIRECTIONS: Based on a discussion of the observation evidence, review the questions in the CSTP booklet, page 25. Focus your area of emphasis to one timely or challenging element within Standard 2: Creating and Maintaining Effective Environments for Student Learning. </p><p>1. Mark the environment element you are selecting.</p><p>Creating a physical environment that  Establishing and maintaining engages all students standards for student behavior</p><p> Establishing a climate that promotes  Planning and implementing fairness and respect classroom procedures and routines</p><p> Promoting social development and group  Using instructional time effectively responsibility</p><p>Consider your two focus students (CSDC) as you select an element with which to work. </p><p>2. What resources (people to observe or talk to, reading sources) could you consult as you begin to research your selected element?</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service. 2.3 Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>DIRECTIONS: Investigate and gather information about your selected environment element by consulting colleagues, visiting classrooms, using the internet, and/or reading professional journals or research. Record your findings.</p><p>Environment element ______</p><p>Date: ______</p><p>Activity :</p><p>Implications for instruction:</p><p>Date: ______</p><p>Activity :</p><p>Implications for instruction:</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service. 2.4 Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>DIRECTIONS: Based on your observation evidence (Form A), environment element (Form B), gathered information (Form C)and academic content focus, describe what strategy(ies) you will incorporate into your instruction. Describe modifications you will make for your focus students.</p><p>Environment element ______</p><p>Academic content standard(s)______</p><p>Teaching strategy(ies):</p><p>Modifications for focus student 1:</p><p>Modifications for focus student 2:</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service. 2.5 Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>Check the box for the element you will gather observation data.</p><p> Creating a physical environment that Establishing and maintaining standards for engages all students student behavior</p><p> Establishing a climate that promotes Planning and implementing class procedures fairness and respect and routines that support student learning</p><p> Promoting social development and group Using instructional time effectively responsibility</p><p>Support Provider Name:______Time Observation Begins: ______Ends:______</p><p>Observation data:</p><p>Focus student 1:</p><p>Focus student 2:</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. 2.6Portions copyrighted by Educational Testing Service.</p><p>Page 1 EVENT 2: ENVIRONMENT INQUIRY</p><p>THINK ABOUT and WRITE:</p><p>1. As a result of this inquiry what has changed about the learning environment in your class?</p><p>2. What did you learn about the instructional needs of your class and your focus students?</p><p>Class:</p><p>Focus student 1:</p><p>Focus student 2:</p><p>3. What has changed about your day-to-day teaching and routine?</p><p>THINK ABOUT and DISCUSS:</p><p>4. Developing an effective environment for learning is important in day-to-day teaching-what will you continue to work on to support the needs of your students?</p><p>5. How could you use the inquiry process modeled in this formative assessment event with your students?</p><p>Copyright © 2005 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service.</p><p>Page 1</p>