EdTPA flashcards
(37 cards)
academic language
Oral and written language used for academic purposes.
Ex. specific vocabulary, grammar and punctuation
aligned
Consistently addressing the same/similar learning outcomes for students.
For example: aligning components (learning objectives, assessments, instructional strategies for a course
artifacts
Authentic work completed by you and your students.
For example: lesson plans, copies of instructional and assessment, classwork, interventions, video clips of a teacher teaching, materials
assessment (formal and informal)
activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities
Ex.: Informal assessments: student questions and responses during instruction and teacher observations of students as they work or perform.
Formal assessments: quizzes, homework assignments, journals, projects, and performance tasks.
Assets
Knowledge of students
Ex,
personal -
Cultural -
Community -
central focus
information that you want students to develop within the learning segment.
Ex.: retelling, summary of a story, decoding, writing paragraphs
commentary
information submitted as part of each task and, along with artifacts, make up your evidence.
Ex, video clips
engaging students in learning
Using instructional and motivational strategies that promote students’ active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives.
Ex,: center time, participating in group discussions
evaluation criteria
Indicators that are used to assess evidence of student learning.
EX.: relevance, coherence, effectiveness, efficiency, impact, sustainability
evidence
artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the videorecording(s) or examine what you learned about your teaching practice and your students’ learning.
Ex.: student work samples. feedback to students
learning objectives
Student learning outcomes to be achieved by the end of the lesson or learning segment.
Ex. “Students will use context clues to find the meaning of an unknown word.”
learning segment
A set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end.
Ex.: A 3-5 day lesson on ELA Lesson Context Clues
learning task
activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal.
EX.: journaling, essays, portfolios
misconception
(literacy) Confusion about a strategy or skill.
(Math) Erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience.
Ex.: literacy - misunderstanding about text purpose and structure, application of a skill, or multiple meaning words.
Math - a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.
patterns of learning
Quantitative and qualitative consistencies for different groups of students and individuals across the whole class.
Ex,: quantitative -10 out of 15 students or 20% of the students understood the assignment.
qualitative - given that most students were able to . . . it seems that they understand.
planned supports
Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.
Ex.: modeling, rehearsal, guided practice, word walls, graphic organizers, language frames, and examples of communication use.
prior academic learning and prerequisite skills
Students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.
Ex,: if you are teaching a learner to categorize items, it is critical that the learner can already name the items (tact them) and respond to them receptively (as a listener).
rapport
A close and harmonious relationship in which the people or groups understand each other’s feelings or ideas and communicate well with each other.
Ex,: Call your students by name, Learn something about your students’ interests and hobbies, Ask for their input
respect
A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem.
Ex.: hold all students to the same rules/expectations of how they should act in the classroom.
rubrics
Subject-specific evaluation criteria used to score your performance on edTPA or an assignmaent.
Ex.: Planning, Instruction, Assessment, Analysis of Teaching,
variety of learners
Students in your class who may require different strategies or support.
Ex. visual, auditory, verbal learner. logical and mathematical learner, physical or kinaesthetic learner, social and interpersonal learner, solitary and intrapersonal learner
developmental approximations
Transitional spelling or other attempts to use skills or strategies just beyond a student’s current level/capability.
Ex/: when teaching the difference between fact and opinion, you might want to be ready to address the possible misconception that opinions are untrue statements or even lies- this is not accurate, but many children initially think that opinions must be the opposite of facts, which leads them to this misconception.
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.
Ex.: Example 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. Example 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
literacy skills
Specific knowledge needed for reading and writing.
Ex.: phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word recognition; and spelling, punctuation, or other language conventions.
