Assignment 4A – Instructional Approach: Teaching

Assignment 4A – Instructional Approach: Teaching

 

Getting to Know Your Students

Consult with your master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop your understanding of students’ assets and learning needs. Review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. You will use this information to establish content-specific learning goals (including California English Language Development (ELD) Standards as appropriate).

 

Write a description of Students’ Assets and Learning Needs ~ Whole Class or Focus Students

 

Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do?

 

English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels:

 

Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience Cultural resources and funds of knowledge:

 

 

Linguistic resources and funds of knowledge:

 

 

Prior experiences and interests related to the content How might you incorporate or build on their experiences and interests as assets to this lesson:
Lesson management structure What behavioral expectations will you model and expect?

 

 

 

Content of the Lesson

What do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? What do you expect students to deeply understand about the lesson?

 

What do you expect students to retain after the lesson and use in future learning?

What misunderstandings or misconceptions do you expect students might have from the lesson? What misunderstandings or misconceptions do you expect students might have from the lesson?
What knowledge and skills do you expect students to have after engaging in the lesson? What knowledge do you expect students to have after engaging in the lesson?

 

What skills do you expect students to have after engaging in the lesson?

 

 

 

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Assessment / Checking for Understanding

What essential questions will you ask to determine if students are not meeting, meeting, or

exceeding the learning goal(s) of the lesson?

Essential Questions: (how will you know if students are exceeding, meeting, partially meeting  or not meeting the learning goal?

You could create a rubric for each essential question to clearly show what your criteria is.

What will students do to demonstrate achievement of content during the lesson? Identify the UDL Principle Guidelines incorporated. State the criteria! Create your own headings here, based on the indicators to the left!
How will you know students understand the content? What evidence will you collect? Identify the UDL Principle Guidelines incorporated. Create your own headings based on the indicators to the left!

 

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Structured Student Learning Activities

What activities will the students be involved in during the lesson to support their achievement of

the learning goal(s)? Identify the UDL Principle Guidelines incorporated.

Create your own headings based on the indicators to the left!
How will you group students and manage group work to support student learning? Identify the UDL Principle Guidelines incorporated. Create your own headings based on the indicators to the left!

 

 

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Instruction to Support Learning

What instructional strategies will support student learning through multiple modalities? How will you use gradual release? Identify the UDL Principle Guidelines incorporated. Create your own headings based on the indicators to the left!
What resources, materials, and/or educational technology will you or your students use during

the lesson?

 
What adaptations and accommodations, including, as appropriate, assistive technologies, will

support individual student learning needs beyond the UDL supports built into the lesson?

Create your own headings based on the indicators to the left!

 

Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction

Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 33

 

Resources

Please refer to: resources available in the Blackboard course in the CalTPA Section in the Left-Hand Menu

 

  • The CalTPA 2.0 Assessment Guide
    • Multiple Subject
    • Single Subject
  • The CalTPA 2.0 Assessment Guide Glossary (found at the end of the Assessment Guide)