Domain C: Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
Candidates for a Teaching Credentials incorporate specific strategies, teaching/instructional activities,
procedures and experiences that address state-adopted academic content standards for students
in order to provide a balanced and comprehensive curriculum. They use instructional materials to
reinforce state-adopted academic content standards for students and they prioritize and sequence
essential skills and strategies in a logical, coherent manner relative to students’ current level of
achievement. They vary instructional strategies according to purpose and lesson content. To meet
student academic learning needs, candidates explain content clearly and reinforce content in multiple
ways, such as the use of written and oral presentation, manipulatives, physical models, visual and
performing arts, diagrams, non-verbal communication, and computer technology. They provide
opportunities and adequate time for students to practice and apply what they have learned. They
distinguish between conversational and academic language, and develop student skills in using and
understanding academic language. They teach students strategies to read and comprehend a variety
of texts and a variety of information sources, in the subject(s) taught. They model active listening in
the classroom. Candidates encourage student creativity and imagination. They motivate students
and encourage student effort. When students do not understand content, they take additional steps
to foster access and comprehension for all learners. Candidates balance instruction by adjusting
lesson designs relative to students’ current level of achievement.
procedures and experiences that address state-adopted academic content standards for students
in order to provide a balanced and comprehensive curriculum. They use instructional materials to
reinforce state-adopted academic content standards for students and they prioritize and sequence
essential skills and strategies in a logical, coherent manner relative to students’ current level of
achievement. They vary instructional strategies according to purpose and lesson content. To meet
student academic learning needs, candidates explain content clearly and reinforce content in multiple
ways, such as the use of written and oral presentation, manipulatives, physical models, visual and
performing arts, diagrams, non-verbal communication, and computer technology. They provide
opportunities and adequate time for students to practice and apply what they have learned. They
distinguish between conversational and academic language, and develop student skills in using and
understanding academic language. They teach students strategies to read and comprehend a variety
of texts and a variety of information sources, in the subject(s) taught. They model active listening in
the classroom. Candidates encourage student creativity and imagination. They motivate students
and encourage student effort. When students do not understand content, they take additional steps
to foster access and comprehension for all learners. Candidates balance instruction by adjusting
lesson designs relative to students’ current level of achievement.
TPE 5: Student Engagement
Candidates for a Teaching Credential clearly communicate instructional objectives to students. They
ensure the active and equitable participation of all students. They ensure that students understand
what they are to do during instruction and monitor student progress toward academic goals. If
students are struggling and off-task, candidates examine why and use strategies to re-engage
them. Candidates encourage students to share and examine points of view during lessons. They
use community resources, student experiences and applied learning activities to make instruction
relevant. They extend the intellectual quality of student thinking by asking stimulating questions
and challenging student ideas. Candidates teach students to respond to and frame meaningful
questions.
ensure the active and equitable participation of all students. They ensure that students understand
what they are to do during instruction and monitor student progress toward academic goals. If
students are struggling and off-task, candidates examine why and use strategies to re-engage
them. Candidates encourage students to share and examine points of view during lessons. They
use community resources, student experiences and applied learning activities to make instruction
relevant. They extend the intellectual quality of student thinking by asking stimulating questions
and challenging student ideas. Candidates teach students to respond to and frame meaningful
questions.
TPE 6A: Developmentally Appropriate Teaching Practices in Grades K-3
Background information: TPEs describe knowledge, skills, and abilities for all credential candidates,
and they underscore the importance of generically-effective strategies for teaching a broad range of
students. The purpose of TPE 6 is to establish additional expectations that are of greatest importance
in teaching students at distinct stages of child and adolescent development. It is not the intent of
TPE 6 to describe practices that are appropriate or effective only at one developmental level. This TPE describes professional practices that are most commonly used and needed for students in each
major phase of schooling, grades K-3, 4-8, and 9-12. 1
and they underscore the importance of generically-effective strategies for teaching a broad range of
students. The purpose of TPE 6 is to establish additional expectations that are of greatest importance
in teaching students at distinct stages of child and adolescent development. It is not the intent of
TPE 6 to describe practices that are appropriate or effective only at one developmental level. This TPE describes professional practices that are most commonly used and needed for students in each
major phase of schooling, grades K-3, 4-8, and 9-12. 1
TPE 7: Teaching English Learners
Candidates for a Single Subject Teaching Credential know and can apply pedagogical theories,
principles and instructional practices for comprehensive instruction of English Learners. They know
and can apply theories, principles and instructional practices for English Language Development
leading to comprehensive literacy in English. They are familiar with the philosophy, design, goals
and characteristics of programs for English language development, including structured English
immersion. They implement an instructional program that facilitates English language development,
including reading, writing, listening and speaking skills, that logically progresses to the grade level
reading/language arts program for English speakers. They draw upon information about students’
backgrounds and prior learning, including students’ assessed levels of literacy in English and their
first language, as well as their proficiency in English, to provide instruction differentiated to students’
language abilities. They understand how and when to collaborate with specialists and para-educators
to support English language development. Based on appropriate assessment information, candidates
select instructional materials and strategies, including activities in the area of visual and performing
arts, to develop students’ abilities to comprehend and produce English. They use English that extends
students’ current level of development yet is still comprehensible. They know how to analyze student
errors in oral and written language in order to understand how to plan differentiated instruction.
Candidates for a Teaching Credential know and apply pedagogical theories, principles and practices
for the development of academic language, comprehension and knowledge in the subjects of the core
curriculum. They use systematic instructional strategies, including contextualizing key concepts, to
make grade-appropriate or advanced curriculum content comprehensible to English learners. They
allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. Candidates understand how cognitive, pedagogical and individual factors affect students’ language acquisition. They take these factors into account in planning lessons for English language development and for academic content.
principles and instructional practices for comprehensive instruction of English Learners. They know
and can apply theories, principles and instructional practices for English Language Development
leading to comprehensive literacy in English. They are familiar with the philosophy, design, goals
and characteristics of programs for English language development, including structured English
immersion. They implement an instructional program that facilitates English language development,
including reading, writing, listening and speaking skills, that logically progresses to the grade level
reading/language arts program for English speakers. They draw upon information about students’
backgrounds and prior learning, including students’ assessed levels of literacy in English and their
first language, as well as their proficiency in English, to provide instruction differentiated to students’
language abilities. They understand how and when to collaborate with specialists and para-educators
to support English language development. Based on appropriate assessment information, candidates
select instructional materials and strategies, including activities in the area of visual and performing
arts, to develop students’ abilities to comprehend and produce English. They use English that extends
students’ current level of development yet is still comprehensible. They know how to analyze student
errors in oral and written language in order to understand how to plan differentiated instruction.
Candidates for a Teaching Credential know and apply pedagogical theories, principles and practices
for the development of academic language, comprehension and knowledge in the subjects of the core
curriculum. They use systematic instructional strategies, including contextualizing key concepts, to
make grade-appropriate or advanced curriculum content comprehensible to English learners. They
allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. Candidates understand how cognitive, pedagogical and individual factors affect students’ language acquisition. They take these factors into account in planning lessons for English language development and for academic content.
Artifacts
1. SMART board lesson
Teachers can add interactivity to lessons and present material in more visually intersting ways. Being able to interact with the SMART board encourages students to collaborate, participate in classroom discussions and demonstrate what they've learned. I have found that a SMART board is a wonder way to engage students of all language proficiency levels and move easily between whole-class, small group or individualized instruction. Please view the video below to see an example lesson I delivered in my Kindergarten classroom using a SMART board.
2. Using Super Sentences to Support English Language Learners with Parts of Speech
My Kindergarten class this year was composed of 95% ELLs. I have found that using super sentences makes language more accessible to all students. This strategy focuses on sentence patterning. I have created a chart and subsequent activities to support English Language Learners. My students are taught about the parts of speech in an informal ways. I used this activity during farm unit ELD lesson. After weeks of supported, scaffolded and guided sentence building based on the sentence patterning chart, I found that students were very engaged in this activity that we made into a song. I used my equity sticks to chose individual students to come up to the front of the class and place the yellow star stickers next to parts of the sentence that they wanted to have the class sing. The sentence was sang to the song "The Farmer in the Dell" and gave students many opportunities of language repetition so they could learn new vocabulary and understand how sentences in English are spoken. For the picture below the song would be sung like this:
"He is riding the horse,
he is riding the horse,
high ho a merry o
he is riding the horse.
(To the tune of the "Farmer in the Dell")
3. Literature Review: "Differentiated Instruction: Getting Personal with Technology"
Reflection
Getting to know my students is the key to differentiated instruction. I feel that it is important to know each of their different learning styles, skill levels and target areas to be able to enhance my future ability to create lessons that engage all my students. If a teacher only has one avenue to teach the content then many students are bored, unmotivated to learn, and will lose interest in school. Kids are different, they learn differently, so we should teach them differently, right? But when you are starting out at 20 or 30 students as individual as snowflakes, I find myself asking, "How?" I feel that technology plays a major role in helping the teacher achieve the most engaging and well rounded activities that target all learners.Future Implementation
I will continue research on activities that address the different target areas in differentiated learning and focus on learning exercises that are achieved through learning exercises. I hope to keep up to date on technology and attend any extra staff development opportunities that will give me many ideas that can be incorporated into my lessons daily.
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