Welcome to Week 6

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Context for Learning - edTPA Guidelines. In Planning Task 1, your responses to the Context for Learning artifact prompts and the relevant Planning Task 1 commentary prompts should provide detail: on the class demographics; significant subgroups of students with similar characteristics; and students’ varied strengths (including personal, cultural, and community assets), language development, and learning needs. Your written commentary and lesson plans should reveal what you plan to do in the learning segment to capitalize on their strengths and address their varied needs to help them meet the objectives of your learning segment..

Context for Learning - edTPA Guidelines. When describing what you know about your students, be sure that this information is based on your knowledge of your students and not based on assumptions or stereotypes associated with their age or ethnic, cultural, or socio-economic backgrounds. A good way to ensure you are avoiding stereotypes or assumptions is to ask yourself if you would be able to back up your assertions with evidence; if yes, include that evidence in your responses..

What are Learning Goals?. Learning Goals vs. Student Activities.

A straightforward way to focus an objective on student learning outcomes is to add the phrase “At the end of this lesson the learner will be able to…”.

A straightforward way to focus an objective on student learning outcomes is to add the phrase “At the end of this lesson the learner will be able to…”.

“The learner will be able to …”. “…practice drawing squares, triangles, and circles.” Learning Goal or Student Activity?.

“The learner will be able to…”. “…circle all the simple fractions from a list of fractions Learning Goal or Student Activity.

[image] In this video I explain what the Jigsaw Method is all about and how it can be used as a cooperative learning strategy in the classroom The Jigsaw Method is an instructional strategy that is not only named after the process of putting together many pieces to form one cohesive picture but models that process as well This video will also tell you about the Jigsaw Method explanation an example of the jigsaw and the end result resources that could include in the jigsaw the key component of a jigsaw and much more Are you curious about these Watch the full video 00 00 What is the Jigsaw Method 00 23 Example of the jigsaw and the end result 01 43 What will be delivered by the teacher on the day of a jigsaw 02 17 Students need to know 02 47 Resources those could include 03 03 The key component of a jigsaw 03 17 A common pitfall when closing a jigsaw 03 52 Are Jigsaws time savers Subscribe for more sweet sweet content https www youtube com channel UCk4ONqfctRvhFNRQfH3kufw sub confirmation 1 Share this video with a friend https youtu be JS6R0kq6PyU Watch next https www tubebuddy com quicknav latest UCk4ONqfctRvhFNRQfH3kufw Recommended Playlist https www youtube com watch v iCI5F2n1he0 list PLXLJaqH1 pneKfVZLwrSgCDpdcXN95UUy via tb Let s connect www lets teach com.

“Demystifying” Differentiated Instruction. Differentiated Instruction: Definition, Examples & Strategies for the Classroom.

Jigsaw Activity: “Experts” Meet. Reading Sections Orangutans Bottlenose Dolphins Elephants What is differentiated instruction/Characteristics “Expert” Sandy “Expert” Jazmine “Expert” Danielle Differentiated instruction strategies “Expert:” Ashley “Expert” Cole “Expert” Eytan “Expert” Al “Expert” Michele Differentiated instruction in the classroom “Expert” Donny “Expert” Jessica “Expert” Moniica Differentiated instruction for Gifted Students “Expert:” Claudia “Expert” Luke “Expert” Donny Differentiated instruction assessment “Expert” Chris “Expert” Jasmine “Expert” Nicole.

Jigsaw Activity: Teams Meet to Share. Reading Sections Orangutans Bottlenose Dolphins Elephants What is differentiated instruction/Characteristics “Expert” Sandy “Expert” Jazmine “Expert” Danielle Differentiated instruction strategies “Expert:” Ashley “Expert” Cole “Expert” Eytan “Expert” Al “Expert” Michele Differentiated instruction in the classroom “Expert” Donny “Expert” Jessica “Expert” Moniica Differentiated instruction for Gifted Students “Expert:” Claudia “Expert” Luke “Expert” Donny Differentiated instruction assessment “Expert” Chris “Expert” Jasmine “Expert” Nicole.

Jigsaw Activity. Reading Section Expert Groups Group B What is differentiated instruction 1 Math Differentiated instruction strategies 2 Social Science Differentiated instruction in the classroom 3 Science Differentiated instruction for Gifted Students 4 Justin Differentiated instruction assessment 5 Kalen.

Agenda.

Focus on Differentiation Strategies by Content Area.

Where is the Focus?. What the teacher is doing 30%-40% What the students are doing 60% - 70%.

There is nothing wrong with teacher and student activities however…...

Clear instructional (learning) objectives state what the learner is expected to DO both intellectually and as a physical demonstration of intellectual work, and this is the main reasons why instructional (learning) objectives are also known as “performance objectives.” (Reeves, 2011, pg 43) Is your learning objective clear? Does it require student thinking based on content or knowledge? Visualize what you want to see students doing (Bloom’s action verb) as a result of your teaching the learning objective(s)..

A straightforward way to focus an objective on student learning outcomes is to add the phrase “At the end of this lesson the learner will be able to…”.

“The learner will be able to …”. “…practice drawing squares, triangles, and circles.” Learning Goal or Student Activity?.

“The learner will be able to…”. “…circle all the simple fractions from a list of fractions Learning Goal or Student Activity.

Writing Learning Objectives – Identifying measurable objectives using “verbs”.

They are clear and specific: What learning outcome am I stating in this objective? Can I visualize what a successful learner will be able to do? Have I distinguished between learning activities and learning outcomes? They are (usually) aligned with standards: Most of the time, good objectives are aligned with academic standards set forth by the state, school district, and the school. If the student achieves this objective, will that student have made progress toward mastery of a relevant academic standard?.

They focus on thinking: Does the objective require students to have knowledge about the subject matter and use that knowledge in some way? (Or ask in reverse order: can a person who doesn’t know anything significant about the subject achieve this objective?) Can I explain to students, parents, and administrators what kinds of thinking this objective requires my students to do? What level of cognitive work (Bloom’s taxonomy) does this objective require? Does this objective describe ways of thinking about new knowledge rather than simply using previously learned knowledge?.

Characteristics of Good Instructional Objectives.

Writing Learning Objectives - Bloom’s Taxonomy. Bloom's Taxonomy (Revised) Creating Evaluating Analyzing Applying Understanding Rememberin Can the student create a new product or point of view? Can the student justify a stand or decision? Can the student distinguish between different parts? Can the student use information in a new way? Can the student explain ideas or concepts? Can the student recall or remember the information? assemble. construct. create. design. formulate. write defend. judge. select. appraise, corn*re. contrast, criticize. differ enti•te, cominc. experiment. quest•on. test choose. dramatize. err-,pl". illustrate. interpret. operate. sketch. use. write describe, discuss, expl&in. locate. recxnize. select, translate, defie, &Jøcate. list. recall. repeat, state.

Blooms Taxonomy and Webb’s Depth of Knowledge. Revised Blooms Taxonomy Action Verbs Handout https://barbarabray.net/2018/11/02/blooms-taxonomy-and-depth-of-knowledge-dok/.

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Student Handbooks & Supports. Copyright @ 2017 Board of Trustees of the Leland Stanford Junior University. All rights reserved..

Secondary Education: Single Subject – Three tasks.

Each edTPA handbook provides subject-specific guidance for planning for student learning. For each subject area, these guidelines address both basic types of knowledge (e.g., facts, skills, conventions) and conceptual understandings and higher order thinking skills (such as strategies for interpreting/reasoning from facts or evidence, synthesizing ideas, strategies for evaluating work, etc.). When identifying the central focus of the learning segment, candidates must consider conceptual understandings as well as the skills/facts/procedures that students will learn and apply. If they focus only on teaching facts and/or following procedures without deepening students’ understanding of related concepts, they will not fully address their subject-specific learning focus..

All Candidates: What should be included in the lesson plans?.

How do candidates identify the academic language demands of a learning task?.

Academic language demands of a learning task. These language demands include a language function, important vocabulary and/or symbols, syntax and/or discourse. The focus should be on new or partially mastered language demands that are central to the planned learning tasks.

Resources. For specific detail relevant to your full-time candidates, please go to Blackboard and select: edTPA-2019.