- Creates a physical environment that engages all students.
- Establishes a climate that promotes fairness and respect.
- Promotes social development and group responsibility.
- Establishes and maintains standards for student behavior.
- Plans and implements classroom procedures and routines that support student learning.
- Uses instructional time effectively.
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6 Developmentally Appropriate Teaching Practices in Grades 4-8/9-12
TPE 7 Teaching English Learners
Artifact #1: Warm up
- At the beginning of each class, students immediately start working on their warm up. For U.S. History, students label certain states. Every day, new states are added. This warm up is timed. Students have 6:00 minutes to complete their warm up. This ensures students immediately get to work upon entering the classroom.
Artifact #2: SDAIE Classroom Activity
- This is a screenshot from a PowerPoint slide. This classroom activity is especially helpful to English Learners. Each student is given a numbered card. When the music plays, students trade cards with each other. When the music stops, students will look at the screen for instructions. Students will form small groups according to the card they are holding, and as a group they will answer content related questions. This process repeats 3-5 times.
Artifact #3: Literature Review
Author: Fred Jones
Title: Tools for Teaching
Year: 2007
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Main
idea(s)
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Supporting
Evidence
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TPE 4
Making Content Accessible
TPE 7
Teaching English Learners
TPE 5
Student Engagement
TPE 4
Making Content Accessible
TPE 4
Making Content Accessible
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“Think
of a lesson plan as a set of plans for building something. It may be a
calculation, a sentence, a paragraph, an essay, or a wooden bench in shop
class” (Jones, 2007, pg. 75).
“[A
Visual Instructional Plan or ‘VIP’] is little more than a string of visual
prompts. It provides the student with a permanent record of your instruction
that can be referred to at will” (Jones, 2007, pg. 75).
“VIPs
help to reduce chronic help-seeking by reducing performance anxiety. At any
time the student can look up and see exactly what to do next. This has a
calming and reassuring effect. It helps the student focus on the task instead
of initiating their task avoidance routine” (Jones, 2007, pg. 78).
“An
outline provides a string of visual prompts for the development of an idea.
It tells the student what to do next just like a picture would. It provides a
conceptual framework to guide them, for example, as they write an essay”
(Jones, 2007, pg. 79).
“You’re
giving them a road map” (Jones, 2007, pg. 80).
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