Domain D: Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
Candidates for a Teaching Credential draw upon an understanding of patterns of child and adolescent
development to understand their students. Using formal and informal methods, they assess students’
prior mastery of academic language abilities, content knowledge, and skills, and maximize learning
opportunities for all students. Through interpersonal interactions, they learn about students’ abilities,
ideas, interests and aspirations. They encourage parents to become involved and support their efforts
to improve student learning. They understand how multiple factors, including gender and health,
can influence students’ behavior, and understand the connections between students’ health and
their ability to learn. Based on assessment data, classroom observation, reflection and consultation,
they identify students needing specialized instruction, including students whose physical disabilities,
learning disabilities, or health status require instructional adaptations, and students who are gifted.
development to understand their students. Using formal and informal methods, they assess students’
prior mastery of academic language abilities, content knowledge, and skills, and maximize learning
opportunities for all students. Through interpersonal interactions, they learn about students’ abilities,
ideas, interests and aspirations. They encourage parents to become involved and support their efforts
to improve student learning. They understand how multiple factors, including gender and health,
can influence students’ behavior, and understand the connections between students’ health and
their ability to learn. Based on assessment data, classroom observation, reflection and consultation,
they identify students needing specialized instruction, including students whose physical disabilities,
learning disabilities, or health status require instructional adaptations, and students who are gifted.
TPE 9: Instructional Planning
Candidates for a Teaching Credential plan instruction that is comprehensive in relation to the subject
matter to be taught and in accordance with state-adopted academic content standards for students.
They establish clear long-term and short-term goals for student learning, based on state and local
standards for student achievement as well as on students’ current levels of achievement. They use
explicit teaching methods such as direct instruction and inquiry to help students meet or exceed
grade level expectations. They plan how to explain content clearly and make abstract concepts
concrete and meaningful. They understand the purposes, strengths and limitations of a variety of
instructional strategies, including examining student work, and they improve their successive uses
of the strategies based on experience and reflection. They sequence instruction so the content
to be taught connects to preceding and subsequent content. In planning lessons, they select or
adapt instructional strategies, grouping strategies, and instructional material to meet student learning
goals and needs. Candidates connect the content to be learned with students’ linguistic and cultural
backgrounds, experiences, interests, and developmental learning needs to ensure that instruction
is comprehensible and meaningful. To accommodate varied student needs, they plan differentiated
instruction. When support personnel, such as aides and volunteers are available, they plan how to
use them to help students reach instructional goals.
matter to be taught and in accordance with state-adopted academic content standards for students.
They establish clear long-term and short-term goals for student learning, based on state and local
standards for student achievement as well as on students’ current levels of achievement. They use
explicit teaching methods such as direct instruction and inquiry to help students meet or exceed
grade level expectations. They plan how to explain content clearly and make abstract concepts
concrete and meaningful. They understand the purposes, strengths and limitations of a variety of
instructional strategies, including examining student work, and they improve their successive uses
of the strategies based on experience and reflection. They sequence instruction so the content
to be taught connects to preceding and subsequent content. In planning lessons, they select or
adapt instructional strategies, grouping strategies, and instructional material to meet student learning
goals and needs. Candidates connect the content to be learned with students’ linguistic and cultural
backgrounds, experiences, interests, and developmental learning needs to ensure that instruction
is comprehensible and meaningful. To accommodate varied student needs, they plan differentiated
instruction. When support personnel, such as aides and volunteers are available, they plan how to
use them to help students reach instructional goals.
Artifacts
1. Science Lesson Plan, "Liquids to Solids"
This lesson provides a concept taught with regard to different learning styles. The lesson provides tactile, visual and auditory learning styles. This lesson also addresses differentiation techniques through grouping and teaching guidance, learning styles, multiple intelligences and high levels of Bloom's Taxonomy.
2. Beginning of the Year Class, "Meet the Teacher", "Getting to Know Your Child", Weekly Homework Packet, "Helping Hands; Parent Volunteer Letter"
3. Literature Review
Using project-based learning adds enjoyment for me as the teacher and also the students. This article has several good ideas of how to use project-based learning in the classroom. The author goes through a wide variety of activities for all learners to complete projects to learn. The different activities cover all levels of Blooms Taxonomy learning domains. From Summarizing and reviewing, to critical thinking responses and analyzing.
Reflection
My competence in planning instruction and designing learning experiences for all students is supported by these artifacts because the lesson provides a concept taught with regard to different learning styles. My knowledge of planning and instruction and designing learning experiences for all students is represented by these artifacts. TPE 8 describes learning about the students. I feel that the connection between home and school is extremely important. This is something that I like to cultivate at the beginning of the school year and make a connection with all partents if possible. From my experience I have learned that this is not always possible though, because some students just are not engaged in their child's learning. I like to be able to know which parents are available to help with many tasks that myself, as the teacher, may need assistance with throughout the year to help make the classroom run in an organized manner. I also have created all of my letters that go home to family to be in both Spanish and English to be able to have full communication with all families.
No comments:
Post a Comment