1 DI About-TPE

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Designing Instruction Task:

About the Task TPE Connections Designing Instruction Task

Designing Instruction Task:

Designing Instruction Task Before you go any further, please download these items. Read them thoroughly before attempting to complete this task. CalTPA Candidate Handbook chapters 2 and 4, http://www.ctc.ca.gov/educator-prep/TPA-California-candidates.html Designing Instruction Task , http://www.ctc.ca.gov/educator-prep/TPA-files/DI-Task.doc You will need a printed copy of the task during this DI presentation. NU Guidebook , http://www.taskstream.com/ts/manager17/TPANU.html January 2014 DI Task 2

Designing Instruction Task:

Designing Instruction Task The candidate makes appropriate connections between what s/he knows about the students in the class and then designs an instructional plan for those students. January 2014 DI Task 3

Five Interdependent Steps in Task:

Five Interdependent Steps in Task Step 1: Academic Content Selection and Learning about Students A. Academic Content Selection B. Student Characteristics Step 2: Learning about Two Focus Students Student 1: An English Learner Student 2: A Student Who Presents a Different Instructional Challenge Step 3: Planning for Academic Instruction for the Whole Class Step 4: Lesson Adaptations for the Two Focus Students Student 1: An English Learner Student 2: A Student Who Presents a Different Instructional Challenge Step 5: Reflection on Connecting Instructional Planning to Student Characteristics January 2014 DI Task 4

DI Task Requirements:

DI Task Requirements This task is associated with two venues: Your observation classroom connected to your C & I (methods) courses (TED 635/636 or TED 632/633 or TED 631A) and the actual K-12 students in this classroom. The task is actually submitted when you have completed at least one of these courses. You provide a written response to the prompts presented relating to knowing the students and planning instruction for them: The whole class With adaptations for English Learner With adaptations for a Student who is Instructionally Challenging January 2014 DI Task 5

Teaching Performance Expectations:

Teaching Performance Expectations January 2014 DI Task 6 1 Subject-Specific Pedagogical Skills 4 Making Content Accessible 5 Student Engagement 6 Developmentally Appropriate Teaching Practices 7 Teaching English Learners 8 Learning about Students 9 Instructional Planning 10 Instructional Time 11 Social Environment 12 Professional, Legal, and Ethical Obligations 13 Professional Growth 1 2 3 4 5 6 7 8 9 10 11 12 13 2 Monitoring Student Learning During Instruction 3 Interpretation and Use of Assessments A B C D F E

CalTPA Designing Instruction:

CalTPA Designing Instruction January 2014 DI Task 7 1 4 6 7 8 9 13 1 Subject -Specific Pedagogical Skills 4 Making Content Accessible 6 Developmentally Appropriate Teaching Practices 7 Teaching English Learners 8 Learning About S tudents 13 Professional Growth 9 Instructional Planning A C D F

TPEs – Building on Prior Work:

TPEs – Building on Prior Work January 2014 DI Task 8 Subject Specific Pedagogy 3 1, 4 6, 7, 9

TPEs - Building on Prior Work:

TPEs - Building on Prior Work January 2014 DI Task 9 Designing Instruction Subject Specific Pedagogy 1, 4 8 , 13 3 6, 7, 9

PowerPoint Presentation:

Next we will look at the DI task in detail. You will need a printed copy of the Task. Go to module, DI Steps 1A and 3 January 2014 DI Task 10

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