- Drawing on and valuing students' backgrounds, interests, and developmental learning needs.
- Establishing and articulating goals for student learning.
- Developing and sequencing instructional activities and materials for student learning.
- Designing short-term and long-term plans to foster student learning.
- Modifying instructional plans to adjust for student needs.
TPE 8: Learning About Students
- Draw upon an understanding of patterns of child and adolescent development to understand students.
- Use formal and informal methods to assess students' prior mastery of academic language abilities, content knowledge, and skills.
- Learn about students' abilities, ideas, interests and aspirations.
- Encourage parents to be involved.
- 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
- Plan instruction that is comprehensive in relation to the subject matter.
- Establish clear long-term and short-term goals for student learning.
- Use explicit teaching methods such as direct instruction and inquiry.
- Plan how to explain content clearly and make abstract concepts concrete and meaningful.
- Sequence instruction so the content to be taught connects to preceding and subsequent content.
- Ensure instruction is comprehensible and meaningful through differentiated instruction.
Artifact #1: Weekly Planning Guide
- This is a sample week of instructional planning. As I plan for the upcoming week, I start with the learning goals in mind. Each day is designed to build upon one another, and facilitate the students' ability to make progress towards achieving the learning goal(s).
Artifact #2: Introduction Assignment
- This assignment was given to students during the first week of school. The purpose of this activity was for me to get to know each student, learn what they enjoyed and disliked about school, and how I can best help them.
Artifact #3: Literature Review
Author: Robert J. Marzano, Debra J. Pickering, and Jane E.
Pollock
Title: Classroom Instruction that Works
Year: 2001
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Main
idea(s)
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Supporting
Evidence
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TPE 9
TPE 8
TPE 9
TPE 9
TPE 9
TPE 9
TPE 9
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“At the beginning of a unit, include
strategies for setting learning goals” (Marzano et al, 2001, pg. 146).
“Allow
students to identify and record their own learning goals” (Marzano et al,
2001, pg. 147).
“During a unit, include strategies for
monitoring progress toward learning goals, for introducing new knowledge, for
practicing, reviewing, and applying knowledge” (Marzano et al, 2001, pg.
146).
“Provide
students feedback and help them self-assess their progress toward achieving
their goals” (Marzano et al, 2001, pg. 149).
“At the end of a unit, include strategies for
helping students determine how well they have achieved their goals” (Marzano
et al, 2001, pg. 146).
“Provide
students with clear assessments of their progress on each learning goal”
(Marzano et al, 2001, pg. 154).
“Have
students assess themselves on each learning goal and compare these
assessments with those of the teacher” (Marzano et al, 2001, pg. 154).
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