edTPA Activities Flashcards
(36 cards)
Patterns of learning:
Quantitative and qualitative patterns for different groups of students or individuals. Quantitative patterns indicate in a numerical way the information is understood from the assessment. Qualitative patterns include descriptions of understandings, misunderstandings, partial understandings, and/or developmental approximations and/or attempts at a solution related to a concept or a skill that could explain the quantitative patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as 1/, 112/3, /4, 1/5, the students’ error shows that they believe that the smaller the denominator, the smaller the fraction and they have a mathematical misunderstanding related to the value of fractional parts (qualitative).
Problem-solving skills
Skills to engage
EX: a task for which the solution method is not known in advance
Assessment (summative and formative):
Summative and formative assessments play an integral part in information gathering about student learning. Summative assessments are given periodically, to determine at a particular point in time what students know and do not know relative to content standards.
Ex: might include chapter tests, unit tests, or culminating projects. In contrast, formative assessments are incorporated into classroom practice and can provide information needed to adjust teaching and learning as students approach full mastery of content.
Ex: Formative assessments could include observations, questioning strategies, and self- and peer-assessments.
Conceptual understanding
Students demonstrate and grasp conceptual understanding in mathematics when they recognize, label, and generate
Ex: learn a routine of borrow and regroup for multi digit subtraction problems. concepts; use and interrelate models, diagrams, manipulatives, and varied representations of concepts; identify and apply principles; know and apply facts and definitions; compare, contrast, and integrate related concepts and principles; recognize, interpret, and apply the signs, symbols, and terms used to represent concept.
Mathematical reasoning
Part of mathematics where we determine the truth values of the given statements. The capacity to think logically about the relationships among concepts and situations.
Ex: many facts, procedures, concepts, and solution methods and to see that they all fit together in some way, that they make sense.
Mathematical understandings
Conceptual understanding, procedural fluency, and reasoning/problem-solving skills.
Ex: Problem solving allows students to draw on the competencies that they are developing to engage in a task for which they do not know the solution.
Engagement
To support students to revisit and review a topic with a different set of strategies, representations, and/or focus to develop understandings and/or correct misconceptions.
Ex: one student was observed to be working steadily, and another to be talking while they completed their work, it was possible that both of the students were engaged in the mathematics.
Representation
The term representation refers both to process and to product— the act of capturing a mathematical concept or relationship in some form and to the form itself. Moreover, the term applies to processes and products that are observable externally as well as to those that occur “internally,” in the minds of people doing mathematics. All these meanings of representation are important to consider in school mathematics.
Ex: includes base ten numerals, abaci, number lines, graphs, and algebraic equations written using standard notation.
Developmental approximations
Include transitional spelling or other attempts to use skills or strategies just beyond a student’s current level/capability.
Ex: invented spelling is a great example; most teachers of emergent writers happily encourage. A first grade Teacher might state that she accepts and encourages students to spell words just how they sound, with the exception of the sight words posted on the word wall.
Essential literacy strategy:
An approach selected deliberately by a reader or writer to comprehend or compose text. When students are able to select and use strategies automatically, they have achieved independence in using the strategy to accomplish reading and writing goals.
For elementary literacy, the essential literacy strategy is the specific strategy for comprehending or composing text that you will teach across your learning segment lessons. It should be clearly tied to your segment’s central focus and stem from that big, overarching idea for student learning in literacy.
Ex: strategies for reading include summarizing a story, comparing and contrasting firsthand and secondhand accounts of the same event, using evidence to predict, interpreting a character’s feelings, or drawing conclusions from informational text.
Ex: strategies for writing include organizing ideas before writing, note taking from informational text to support drafting a topic, using graphic organizers to organize writing, using a rubric to revise a draft, or using quotes as evidence to support an argument. See the
Literacy skills
Specific knowledge needed for reading and writing, including phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word recognition; and spelling, punctuation, or other language conventions.
Ex: skills include listening, speaking, reading and writing. They also include such things as awareness of the sounds of language, awareness of print, and the relationship between letters and sounds. other literacy skills include vocabulary, spelling, and comprehension.
Reading/writing connections
Literacy development through an explicit understanding that many of the skills that are taught in reading instruction are also beneficial to young writers. Students gain insight on how the processes of reading and writing are interdependent, thereby reinforcing their understanding of the varied purposes of texts, how texts are organized, how to make meaning from text, and how writers develop their craft.
Ex: Learning tasks that support reading/writing connections include reading or researching informational text to inform an essay; journal writing to make predictions; making personal or text-to-text connections; writing book reviews or alternative endings to stories; or writing in a style that emulates a model.
Related skills
Literacy skills that students will develop and practice while learning an essential literacy strategy for comprehending or composing text within the learning segment. These skills should help students understand and apply the essential literacy strategy that you are teaching. Not to be confused with prerequisite skills, which are fully developed before the learning segment begins.
Ex. creativity, interpersonal skills, critical thinking, problem solving, public speaking, customer service skills, teamwork skills, communication.
Academic language
Oral and written language used for academic purposes. Academic language is the means by which students develop and express content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in the content area in meaningful ways. There are language demands that teachers need to consider as they plan to support student learning of content. These language demands include language functions, vocabulary, discourse, and syntax.
Ex: essays, lab reports, discussions,
Language demands:
Academic language is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.
Ex: function, vocabulary/symbols, discourse, and syntax
Language functions:
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in the language arts include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and so on.
Ex: Giving instructions is the language function. I wish I had five million dollars!
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life.
Ex: all words that a toddler understands. (Language used by doctors)
Discourse:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction.
Ex: One example of (action, dialogue, and/or description) was , which suggested that the character …. An example of discourse is two politicians talking about current events.
Syntax
The set of conventions for organizing symbols, words, and phrases together into structures
Ex: The boy jumped happily.
Language supports
The scaffolds, representations, and pedagogical strategies teachers provide to help learners understand, use, and practice the concepts and language they need to learn within discipline
Ex: Manipulatives, word walls, real objects, pictures, graphs, cooperative learning, labels
Aligned
Consistently addressing the same/similar learning outcomes for students.
Ex: the schools had to align their programs with state requirements.
Artifacts:
Authentic work completed by you and your students, including lesson plans, copies of instructional and assessment materials, video clips of your teaching, and student work samples. Artifacts are submitted as part of your evidence.
Learning environment:
The designed physical and emotional context, established and maintained throughout the learning segment to support a positive and productive learning experience for students.
Ex: conservative dress code
Learning objectives
Student learning outcomes to be achieved by the end of the lesson or learning segment.
Ex: be able to list the bones in the ear, spelling them correctly.
