Fall 14 edtpa seminar 1 - Fall2014ContentBlockTTUOakRidge

edTPA Seminar 1
November 4, 2014
Pause and Ponder…
 What do you want to show others
about your teaching knowledge,
skills and abilities?
 What do you want others to know
about your good teaching?
 What would you collect as evidence
to showcase your strengths and
Jenny Whitcomb, University of Colorado at Boulder, 2012
Stanford Center for Assessment, Learning and Equity
Successful teachers…
Engage students in active learning
Create intellectually ambitious tasks
Use a variety of teaching strategies
Assess student learning
– Continuously
– Adapt teaching to student needs
• Create effective scaffolds and supports
• Provide clear standards, constant feedback, and
opportunities for revising work
• Develop and effectively manage a collaborative
classroom in which all students have membership
Evidence of Teaching Practice:
Artifacts & Commentaries
Task 1 Planning
Task 2: Instruction
• Instructional and Social
• Lesson Plans
• Instructional Materials,
student assignments
• Planning Commentary
Task 3: Assessment
• Video Clips
• Analysis of whole class
• Instruction Commentary
• Analysis of Learning and
feedback to THREE
• Assessment
Analysis of Teaching Effectiveness
Academic Language
Jenny Whitcomb, University of Colorado at Boulder, 2012
Stanford Center for Assessment, Learning and Equity
Evaluation Criteria and Rubrics
Components of
Teaching Practice
15 Rubrics
①Analyzing Teaching
①Academic Language
Jenny Whitcomb, University of Colorado at Boulder, 2012
Stanford Center for Assessment, Learning and Equity
Central Focus –
a description of the important understandings
and core concepts you want students to develop
within the learning segment. The central focus
should go beyond a list of facts and skills, align
with content standards and learning objectives
and address the subject specific components in
the learning segment.
Start with the standard:
RI.5.15: By the end of the year, read and
comprehend informational texts, including
history/social studies and science.
Build your central focus:
Read and Comprehend Informational Text
Identify your learning
Read a
paragraph of
text and
identify one
main idea
Read a
paragraph of
text and
identify one
main idea
and one
Write a
paragraph of
l text and
identify one
main idea
and one
When writing your Central Focus
• The central focus is the same for all lesson plans
• The standards, learning objectives, learning tasks,
and assessments should be related to an identifiable
theme, essential question, or topic within the
• Start by identifying the standard(s) (State and/or
Common Core) that are central to the student
• Consider conceptual understandings not just facts
and/or skills
Academic Language
• Language is the primary vehicle for learning,
instruction, and overall intellectual
development. It is not only a means for
communicating information, it is also a vehicle
for deepening their understanding of
important ideas.
Kersaint, Thomspon, & Petkova, 2009, p. 46.)
Academic Language
• the language of the discipline that students
– to learn and use to participate and engage in
meaningful ways in the content area
• the oral and written language used for
academic purposes
– the means by which students develop and express
content understandings
Academic Language
• Academic language is the oral and written
language that students need in order to
– understand (read, listen, think)
– communicate (listen, speak, write, connect)
– perform (think, read, write, listen, speak, solve, create)
Academic Language is necessary to participate in the
Academic Language
• “When we teach a subject, or any topic or text within
that subject, we must teach the academic vocabulary
for dealing with it—not just the words, but also the
linguistic processes and patterns for delving deeply into
and operating upon that content” (Wilhelm, p. 44).
Wilhelm, J. D. (2007). Imagining a new kind of self: Academic language, identity, and content area learning.
Voices from the Middle, 15: 1, 44-45.
Academic Language in edTPA
Academic language development is making the
language of the school, content, and classroom
explicit to expand students’ control over
language and improve their language choices
according to the purpose (FUNCTION) and
audience for the message.
Academic Language Function
• Language used for specific purposes
• Represented by action verb within the learning outcome
(describing, comparing, summarizing, etc.)
– Inform
• Identify information
• Report information
• Describe information
– Solve problems
• Define problem
• Represent problem
• Determine solution
Language Demands
• There are language demands that teachers
need to consider as they plan to support
student learning of content, which include:
– Vocabulary
– Language Functions
– Syntax
– Discourse
– Includes words and phrases (and symbols) that
are used within disciplines including:
• words and phrases with subject specific meanings that
differ from meanings used in everyday life (e.g., table,
ruler, force, balance);
• general academic vocabulary used across disciplines
(e.g., compare, analyze, evaluate); and
• subject-specific words defined for use in the discipline.
• Set of conventions for organizing symbols,
words and phrases together into structures
(e.g., sentences, graphs, tables)
– Examples from mathematics:
Cathy Zozakiewicz
Cathy Zozakiewicz
• Grammar consists of set rules regarding language
and sentence structure, such as no splitting
infinitives and no hanging prepositions.
• Syntax, in reference to sentences, is how a
sentence is worded and structured and in ways
that can create, extend, or change meaning.
– types of sentence (declarative, interrogative,
exclamatory, imperative) and
– word order (passive vs. active voice),
– length of sentences (short vs. long).
• Discourse
– Structures of written and oral language
– How members of the discipline talk, write, and
participate in knowledge construction
– Discipline-specific
• Distinctive about features/way of structuring language (text
Writing requires something to say, the words to say it, and the
structure with which to write it
(McCracken & McCracken, 1986).
Getting Organized
Video Release Forms
edTPA in Tk20
Nikki Christen
[email protected]
4882 Seminar Course
Spring 2015
What will be Covered
Next Steps for Students
edTPA Overview
edTPA: Getting Organized
What to Expect from Future Seminars
Handbook Scavenger Hunt
Video/Camera Release Forms
January 16, 2015
STEM Center OR 2 + 2 Site
Task 1 Review
Write Planning Commentary
Peer Review Task 1
Collect Video Release Forms
Teach/video record learning segment
Collect work samples from students
Determine your video clips for
February 20, 2015
University Center
Multipurpose Room OR 2 + 2
Task 2 Review
Write Instructional Commentary
Peer Review Task 2
Upload video clip(s) to Tk20
Upload evidence of feedback (if in audio or
video format)
Upload evidence of academic language (if in
audio or video format)
March 16, 2015
University Center
Multipurpose Room OR 2 + 2
Review Task 3
Write Assessment Commentary
Peer Review Tasks 3
Do a final edit of edTPA tasks 1-3
Submit Portfolio via Tk20
***If portfolio is submitted after submission
date, a new submission date will have to be
requested. This will delay your graduation!
November 4, 2014
Derryberry auditorium or 2 +
2 site
Meet with mentor to determine central
focus and instructional dates
Send home video permission forms
Next Seminar Bring:
Context for Learning
3 – 5 Lesson plans
Planned Assessments
edTPA Teach/Video Learning Segment: January 26 – February 13
edTPA Due Dates in Tk20
Task 1: February 15, 2015
Task 2: March 8, 2015
Task 3: March 22, 2015
Transfer to Pearson Dates
March 24, 2015:
Agriculture, English as an Additional Lang., Family/Consumer Sciences,
Health Ed, K-12 Performing Arts, EXPW and ALL Middle Childhood
March 31, 2015:
Early Childhood, Elem. Literacy and Math, ALL Secondary, Special
Education, K-12 Visual Arts
edTPA Survivor
Josh Boles
After Lunch you will meet with
your Clinician at The Fit
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