About 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.
About 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.
ARTIFACT #1-STUDENT SURVEY
On the first day of school, I like to do a short presentation to the incoming 7th graders about who I am and what they can expect in my class. After telling them who I am, I have them complete the following questionnaire so I can get to know them: their likes, dislikes, preferences, and learning styles. After students complete their questionnaire, they are given a manila file folder that they get to decorate and then I file. I use this file to keep work samples, behavior issues, and other pertinent information about the students. They are a great resource to keep handy and refer back to throughout the year.FIRST DAY OF SCHOOL QUESTIONNAIRE
ARTIFACT #2-DIFFERENTIATED LESSON PLAN
One thing I have learned a lot about in my program is the truth that not one student learns the same and as I moved through the program, I was introduced to wonderful ways to differentiate instruction. This differentiated lesson plan is one that I created for my 7th graders who were learning about the Aztec Civilization.
DIFFERENTIATED LESSON PLAN-AZTECS
ARTIFACT #3-SUPPORTING LITERATURE REVIEW
Speaking of not all students learning the same, the following article provides a great explanation of Gardner's Theory of Multiple Intelligences. Essentially, Gardner proposes that students all learn differently and it should have a profound impact on how we as teachers engage, instruct, and assess our students.
GARDNER'S THEORY OF MULTIPLE INTELLIGENCES
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