TPE 9: Instructional Planning
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Long-term Goals
When teaching a lesson unit it is often beneficial to see what the state-standards are. For instance, in the fifth grade Earth Science, weather is a large component of the state-adopted academic content standard for the students. When I created the unit I created the unit backwards. I started from the end at what I wanted the students to achieve and know, and worked my way to the beginning. Short-term Goals In each lesson within the unit I am aiming to hit one or two sub-standard so that by the end of the unit the students will have learned all of the required state-adopted content standards. The short-term goal lesson often times will have a diverse set of instructional strategy in use such as direct instruction or cooperative learning. It is also the stages where the students will be doing classwork and homework so that the instructor may do a progress monitoring assessment of the student and class. It is not always possible to be neutral in a stance for a subject like social studies, where the emphasis is about learning the American interpretation of the United State of America's history, but in subjects such as science or mathematics keeping that neutrality encourages all the children to keep learning. Science One of the most difficult things about planning a unit is to get the timing down. You can expect the student to do so much, but there are many factors that will become an obstacle in your teaching. For one, the student's knowledge may be less limited than you had originally anticipated. Less knowledge would mean that you would have to teach the necessary knowledge in order to move on the lesson you had originally planned. This could be as short as a 5 minute lecture to an all class lesson. In my science unit I had to push the final formative assessment one day further because the students needed more time to absorb the materials they have learned. In the end, having an extra day probably expanded upon the student's understanding as their formal summative assessment scores were higher in the end than usual. |
| 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. |
