TPE 10: Instructional Time
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Planning for Instructional Time
Planning for a unit takes the ability to guage and estimate your students' abilities and capabilities. While it may not be perfect all the time, planning for several lessons in advance. Part of optimizing instructional time is to keep a pace moving. Students are clever and will catch on if you are not prepared for a lesson. Therefore it is essential to plan the lesson for several days in advance. Than way you can keep at a pace yourself and be prepared to jump to the next lesson if needed. In my math lesson I was able to combine certain teaching sections into a single day lesson. The routine of the students coming in, doing their warm ups, correcting, and learning the lesson remains the same regardless of what they learn. |
| CA- CCTC: TPE's (Teaching Performance Expectations) |
| Standard : A. Making Subject Matter Comprehensible to Students |
| TPE : TPE
1: Specific Pedagogical Skills for Subject Matter Instruction TPE 1 is divided into two categories intended to take into account the differentiated teaching assignments of multiple subject and single subject teachers. Multiple subject credential holders work in self-contained classrooms and are responsible for instruction in several subject areas; single subject teachers work in departmentalized settings and have more specialized assignments. These categories are Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments (1-A), and Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments (1-B). |
| Component : TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments |
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Standard Area : Teaching
Reading-Language Arts in a Multiple Subject Assignment Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts (K-8). They understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications. They know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards. Candidates create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts. They understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills as a gateway to using all forms of language as tools for thinking, learning, and communicating. They understand how to use instructional materials that include a range of textual, functional and recreational texts and how to teach high quality literature and expository text. They understand that the advanced skills of comprehending narrative and informational texts and literary response and analysis, and the creation of eloquent prose, all depend on a foundation of solid vocabulary, decoding, and word-recognition skills. Candidates teach students how to use visual structures such as graphic organizers or outlines to comprehend or produce text, how to comprehend or produce narrative, expository, persuasive and descriptive texts, how to comprehend or produce the complexity of writing forms, purposes, and organizational patterns, and how to have a command of written and oral English-language conventions. They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students’ proficiency after instruction. |
