TPE 4: Making Content Accessible
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Students all learn through different modalities and as teachers it is
important to allow the students get the various inputs they need to
learn. While it may seem very difficult, the teacher who puts in the
effort will find that the extra time makes learning fun and accessible
for all the students and not just a small fraction of students.
In my teaching lesson about decimals, we see that students of all learning type will learn how decimals and place values work through different thinking process and sorting. Some students are readily able to computationally and abstractly understand that decimals are representation of numbers that signifies a part of a whole. Those students who prefer to see visuals will understand how decimals are important through visual demonstrations, while the student who loves to move will need physical activity and movement to understand how decimals work and how they can manipulate the numbers. The easiest way for a teacher to test if they are reaching at least three different learning types is to ask one if the following three things has been satisfied: (1) Did I provide something for the visual learner to see, (2) did I provide something for the auditory learner to hear, and (3) did I provide the kinesthetic learner something to do? While a teacher may not be able to target every student for every lesson, they are able to at least provide at the minimum these three learning stimulus. |
| 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. |
