Presentation on theme: "EdTPA Seminar 1 November 4, 2014. Pause and Ponder… What do you want to show others about your teaching knowledge, skills and abilities? What do you want."— Presentation transcript:
Pause and Ponder… What do you want to show others about your teaching knowledge, skills and abilities? What do you want others to know about your good teaching? What would you collect as evidence to showcase your strengths and abilities? Jenny Whitcomb, University of Colorado at Boulder, 2012 Stanford Center for Assessment, Learning and Equity
Successful teachers… Engage students in active learning Create intellectually ambitious tasks Use a variety of teaching strategies Assess student learning – Continuously – Adapt teaching to student needs Create effective scaffolds and supports Provide clear standards, constant feedback, and opportunities for revising work Develop and effectively manage a collaborative classroom in which all students have membership
Evidence of Teaching Practice: Artifacts & Commentaries Task 1 PlanningTask 2: InstructionTask 3: Assessment Instructional and Social Context Lesson Plans Instructional Materials, student assignments Planning Commentary Video Clips Instruction Commentary Analysis of whole class assessment Analysis of Learning and feedback to THREE students Assessment Commentary Analysis of Teaching Effectiveness Academic Language Jenny Whitcomb, University of Colorado at Boulder, 2012 Stanford Center for Assessment, Learning and Equity
Evaluation Criteria and Rubrics 15 Rubrics Components of Teaching Practice ①Planning ①Instruction ①Assessment ①Analyzing Teaching ①Academic Language Jenny Whitcomb, University of Colorado at Boulder, 2012 Stanford Center for Assessment, Learning and Equity
Central Focus – a description of the important understandings and core concepts you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives and address the subject specific components in the learning segment.
Start with the standard: RI.5.15: By the end of the year, read and comprehend informational texts, including history/social studies and science. Build your central focus: Read and Comprehend Informational Text Identify your learning targets: Read a paragraph of informational text and identify one main idea Read a paragraph of informational text and identify one main idea and one supporting detail Write a paragraph of informationa l text and identify one main idea and one supporting detail
When writing your Central Focus The central focus is the same for all lesson plans The standards, learning objectives, learning tasks, and assessments should be related to an identifiable theme, essential question, or topic within the curriculum Start by identifying the standard(s) (State and/or Common Core) that are central to the student learning Consider conceptual understandings not just facts and/or skills
Academic Language Language is the primary vehicle for learning, instruction, and overall intellectual development. It is not only a means for communicating information, it is also a vehicle for deepening their understanding of important ideas. Kersaint, Thomspon, & Petkova, 2009, p. 46.)
Academic Language the language of the discipline that students need – to learn and use to participate and engage in meaningful ways in the content area the oral and written language used for academic purposes – the means by which students develop and express content understandings
Academic Language Academic language is the oral and written language that students need in order to – understand (read, listen, think) – communicate (listen, speak, write, connect) – perform (think, read, write, listen, speak, solve, create) Academic Language is necessary to participate in the content – think – question – talk – learn
“When we teach a subject, or any topic or text within that subject, we must teach the academic vocabulary for dealing with it—not just the words, but also the linguistic processes and patterns for delving deeply into and operating upon that content” (Wilhelm, p. 44). Wilhelm, J. D. (2007). Imagining a new kind of self: Academic language, identity, and content area learning. Voices from the Middle, 15: 1, 44-45. Academic Language
Academic Language in edTPA Academic language development is making the language of the school, content, and classroom explicit to expand students’ control over language and improve their language choices according to the purpose (FUNCTION) and audience for the message.
Academic Language Function Language used for specific purposes Represented by action verb within the learning outcome (describing, comparing, summarizing, etc.) – Inform Identify information Report information Describe information – Solve problems Define problem Represent problem Determine solution
Language Demands There are language demands that teachers need to consider as they plan to support student learning of content, which include: – Vocabulary – Language Functions – Syntax – Discourse
Vocabulary – Includes words and phrases (and symbols) that are used within disciplines including: words and phrases with subject specific meanings that differ from meanings used in everyday life (e.g., table, ruler, force, balance); general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and subject-specific words defined for use in the discipline.
Syntax Set of conventions for organizing symbols, words and phrases together into structures (e.g., sentences, graphs, tables) – Examples from mathematics: Cathy Zozakiewicz
Syntax Grammar consists of set rules regarding language and sentence structure, such as no splitting infinitives and no hanging prepositions. Syntax, in reference to sentences, is how a sentence is worded and structured and in ways that can create, extend, or change meaning. – types of sentence (declarative, interrogative, exclamatory, imperative) and – word order (passive vs. active voice), – length of sentences (short vs. long).
Discourse – Structures of written and oral language – How members of the discipline talk, write, and participate in knowledge construction – Discipline-specific Distinctive about features/way of structuring language (text structures) Writing requires something to say, the words to say it, and the structure with which to write it (McCracken & McCracken, 1986).
edTPA in Tk20 Nikki Christen firstname.lastname@example.org
4882 Seminar Course Spring 2015 Date/LocationWhat will be CoveredNext Steps for Students November 4, 2014 Derryberry auditorium or 2 + 2 site edTPA Overview edTPA: Getting Organized What to Expect from Future Seminars Handbook Scavenger Hunt Video/Camera Release Forms Meet with mentor to determine central focus and instructional dates Send home video permission forms Next Seminar Bring: Context for Learning 3 – 5 Lesson plans Planned Assessments January 16, 2015 STEM Center OR 2 + 2 Site Task 1 Review Write Planning Commentary Peer Review Task 1 Q & A Collect Video Release Forms Teach/video record learning segment Collect work samples from students Determine your video clips for submittal February 20, 2015 University Center Multipurpose Room OR 2 + 2 Site Task 2 Review Write Instructional Commentary Peer Review Task 2 Q & A Upload video clip(s) to Tk20 Upload evidence of feedback (if in audio or video format) Upload evidence of academic language (if in audio or video format) March 16, 2015 University Center Multipurpose Room OR 2 + 2 Site Review Task 3 Write Assessment Commentary Peer Review Tasks 3 Q & A Do a final edit of edTPA tasks 1-3 Submit Portfolio via Tk20 ***If portfolio is submitted after submission date, a new submission date will have to be requested. This will delay your graduation! edTPA Teach/Video Learning Segment: January 26 – February 13 edTPA Due Dates in Tk20Transfer to Pearson Dates Task 1: February 15, 2015March 24, 2015: Agriculture, English as an Additional Lang., Family/Consumer Sciences, Task 2: March 8, 2015Health Ed, K-12 Performing Arts, EXPW and ALL Middle Childhood Task 3: March 22, 2015March 31, 2015:Early Childhood, Elem. Literacy and Math, ALL Secondary, Special Education, K-12 Visual Arts