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edTPA INTERDISCIPLINARY MODULE SERIES
Teaching for Learning (Module 1)
Overview/Purpose
The purpose of the edTPA Interdisciplinary Module Series is to help undergraduate teacher education students to
prepare for and successfully pass the edTPA (Teacher Performance Assessment) that is required for licensure. The
rationale for the module series is that gaining informal perspectives and skills based on interdisciplinary research
that complements traditional teacher education programs will facilitate student edTPA performance. The module
series is based on consensus approaches to instructional development that reflect the combination of instructional
systems design (ISD), cognitive science research, and applied learning theory principles that are well-established
and directly applicable to the edTPA task. In doing so, the module series identifies perspectives and strategies that
are directly relevant to the design, implementation, and reflective evaluation of the 3-5-lesson edTPA instructional
sequence students must plan and implement in authentic K-12 classrooms.
This module focuses on “Teaching for Learning”. The objective of this module is to guide the identification,
sequencing, and teaching of instructional components to be used over a 3-5-lesson unit. The other modules in the
series (see Table 1) are designed to address (a) formative and summative assessment of learning outcomes, (b)
propositional concept mapping as a technique for representing curricular knowledge, (c) concept introduction
strategies, (d) verbal formats for motivating and recognizing student learning outcomes, and (e) an overall webbased guide for the lesson development/implementation process for edTPA learning sequences.
Table 1. Overview of the Interdisciplinary Module Series
-----------------------------------------------------------------------------------------------------------------------------------------------------------Module
Focus
Application
-----------------------------------------------------------------------------------------------------------------------------------------------------------1. Teaching for Learning a
Learning sequence identification
Determining what to teach
2. Mastery Assessment
Assessment of learning outcomes
Distinguishing student mastery
from non-mastery
3. Propositional Concept Mapping b
Representation of curricular knowledge
Insuring instructional coherence
4. Concept Introduction Strategies b
Strategies for introducing concepts/skills
Concept-focused instruction
5. Motivating Student Learning
Strategies for recognizing learning
Classroom instructional engagement
6. Web-Based TPA Support Tool c
ISD guide for TPA lesson Development
6.1 Small Group edTPA Practice
Small group lesson development
6.2 Individual edTPA Practice
Individual lesson development
6.3 edTPA Task
edTPA learning sequence
-----------------------------------------------------------------------------------------------------------------------------------------------------------a Web-based support tools for this module are presently under development
b Module under development
c Presently implemented in prototype form as a general web-based ISD guide for edTPA learning sequences
Module Outcome Focus
The ISD strategies addressed in this module are as follows:
1. Planning instruction for a specified learning mastery outcomes for concept understanding or performance
skills.
2. Implementing instruction as planned to engender targeted student achievement outcomes.
3. Enhancing student achievement outcomes with ”language of instruction” activities
Although the focus of all of the modules in the series is on support of the edTPA instructional development task,
module content is presented in a manner that is extensible for subsequent use by teachers in K-12 classroom settings.
Exploring Module Content and Rationale
This section overviews the module components and rationale considered as a suggested instructional development
strategy.
Module Overview
This module consists of strategies that emphasize three elements: (a) lesson planning, (b) lesson design, and (c)
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lesson implementation. The planning element addresses the question of how to identify what should be taught to
obtain a specified learning outcome. The design element addresses the question of how to refine the preliminary
sequence of what is to be taught. The implementation element addresses the question of how to incorporate key
features of effective teaching of a multi-day lesson. All of these elements must be addressed effectively if desired
achievement outcomes will result from a 3-5-lesson edTPA instructional sequence or longer units of instruction
related to the required subject area central focus. Specifically, Module 1components supports and strengthens
teacher candidates preparation of edTPA Planning Commentary prompts 1, 3, & 5 (Planning for Instruction, Using
Knowledge of Students to Inform Instruction, and Planning Assessments to Monitor and Support Student Learning).
Module Components
This section explains the strategies in this module for facilitating effective teaching of a targeted instructional
outcome.
Core Teaching Strategy. The Core Teaching Strategy provides an implementation framework for
classroom instruction. As shown in Figure 1, this framework consists of the sequence of (a) modeling the task to be
learned, followed by (b) guided practice, followed by (c) independent learner practice with feedback, and, then, (d)
testing for mastery. While in most cases, these tasks are best implemented directly by teachers, the same
characteristics also apply to learning through collaborative groups or to independent learning settings by individual
students. As Figure 1 shows, review of prior knowledge should be the initial component of any lesson taught using
the core teaching strategy (i.e., all lessons should begin by reviewing relevant prior learning to ensure continuity of
instruction.) In addition, cumulative review should be planned to ensure stability of learning outcomes.
CORE TEACHING STRATEGY
MODEL => GUIDE => PRACTICE WITH FEEDBACK => TEST
=> REVIEW
Fi gure 1. Core Tea chi ng Strateg y. Note 1- Al l in structio n sh ould beg in with revie w of p rior
knowled ge. No te 2 - cu mula tive re vi ew sho uld be s che dule d fo r all maj or in structio nal outcome s.
STEP ONE
Self-Model Strategy- Teaching. This strategy (see Figure 2) is used to help identify what should be taught
to accomplish a targeted achievement outcome (or outcomes). This strategy is applied by teacher candidates as
follows:

Teacher candidate identifies the targeted learning outcome

Teacher candidate, if possible, observe themselves while performing the targeted learning outcome.
While observing themselves or pre-planning without observation, the teacher candidate informally ask
and answer the following reflective questions:
o What steps did I or what steps will I need to follow to do the targeted learning outcome
successfully? Each step should be listed.
Note- Sometimes only a single step is required and, if so, the targeted outcome can be “taught as a
whole”.
o What prior-knowledge did I need or will need to do the identified steps? Required prior knowledge
should be listed.
Once the above steps and associated prior knowledge are identified, teacher candidate informally ask
and answer the following questions:
o Can the steps (and associated prior knowledge) be ordered to form a sequence of student
“learning steps” for successful instruction? If so, the collection of steps should be arranged into a
preliminary teaching sequence.
NOTE: FIGURE 2 WILL NEED TO BE REVISED TO INCLUDE NEW LANGUAGE ABOVE

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IDENTIFYING WHAT TO TEACH
SELF-MODEL STRATEGY- TEACHING
OBSERVE SELF WHILE DOING TARGETED
LEARNING OUTCOME SUCCESSFULLY
TARGETED
LEARNING
OUTCOME
ASK REFLECTIVE QUESTIONS WHEN DOING
TARGETED OUTCOME
<==>
* WHAT STEPS DID I FOLLOW TO DO
TASK SUCCESSFULLY?
* WHAT DID I HAVE TO KNOW IN ORDER
TO DO STEPS?
ORDER THE IDENTIFIED "LEARNING STEPS"
INTO A PRELIMINARY INSTRUCTIONAL
SEQUENCE
Fig ure 2 . Ste ps for us ing the Self-Mod el Strateg y to i dentify what to teach for a
targ eted lea rning outcom e an d to orde r the lea Rn ing step s" in to a n in structio nal
seq uence.
STEP TWO
Self-Model Strategy- Assessment. This strategy (see Figure 3) is an informal process for constructing
measures of student achievement mastery for a targeted learning outcome or outcomes. This strategy is applied by
teachers as follows:
 Teachers observe themselves successfully performing the targeted learning outcome or outcomes.
While doing so, teachers informally ask and answer the following reflective questions:
o How would I describe my own (successful) performance?
o Would my description distinguish between students with learning mastery from those that do not?

Based on the answers to these reflective questions, teachers specify the following for use in testing for
student mastery:
o Descriptions of successful performance outcomes (including any conditions) for use in
assessment.
o Assurance that use of the descriptions in testing would distinguish between students who have
understanding from those who do not (this establishes test validity).
IDENTIFYING WHAT TO TEST
SELF-MODEL STRATEGY- ASSESSMENT
OBSERVE SELF WHILE DOING TARGETED LEARNING
OUTCOME SUCCESSFULLY
TARGETED
LEARNING
OUTCOME
<==>
ASK REFLECTIVE QUESTIONS WHEN DOING TARGETED
OUTCOME
* HOW WOULD I DESCRIBE MY SUCCESSFUL
PERFORMANCE?
* WOULD MY DESCRIPTION BE SOMETHING
STUDENTS WITH NO UNDERSTANDING COULD
NOT DO?
TWO ELEMENTS FOR MASTERY TESTING
* DESCRIPTION OF SUCCESSFUL PERFORMANCE
AS OUTCOME (INCLUDE CONDITIONS FOR THE
PERFORMANCE)
* ASSURANCE THAT THE DESCRIPTION WOULD
DISTINGUISH BETWEEN STUDENTS WHO HAVE
UNDERSTANDING FROM THOSE WHO DO NOT
Fig ure 3 . Sel f-Model Strategy- As sess ment.
Step Three
Teaching Schedule Strategy. This strategy (see Figure 4) estimates the time allocated for instruction
across a series of lessons for the sequence of “learning steps” to be taught and tested. While these time-estimates are
approximate, they are important to do to ensure that the targeted learning outcome can be taught within the total
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amount of time allocated for instruction. The Teaching Schedule Strategy is applied by teachers to the preliminary
sequence of “learning steps” previously been identified in the Self-Model Strategy- Teaching as follows:

Developing a plan to teach each of the “learning steps” using the Core Teaching Strategy in a coherent
but preliminary instructional sequence that initially ignores prior knowledge requirements.

Augmenting the plan to ensure that all necessary prior knowledge assumed known by students will be
confirmed through testing prior to instruction or will be taught to students using the Core Teaching
Strategy as prerequisites for all “learning steps” in the preliminary instructional sequence.

Estimating the amount of instructional time necessary for each “learning step” and prior knowledge
assessment in order to develop a tentative schedule of instruction across a series of lessons.
Application of the preceding four strategies results in a well-structured framework for an instructional
sequence for teaching the targeted learning outcome(s) to students. From this point, the following Sequence
Refinement Strategy provides a final pre-implementation curricular refinement of the “learning step” sequence
developed in the Teaching Schedule Strategy.
SPECIFYING TEACHING ACROSS LESSONS
TEACHING SCHEDULE STRATEGY
USE ORDERED SEQUENCE OF "LEARNING
STEPS" TO PLAN TEACHING SEQUENCE
TARGETED
LEARNING
OUTCOME
<==>
* DEVELOP INSTRUCTIONAL SEQUENCE
AS FRAMEWORK TO TEACH "LEARNING
STEPS"
* ADD PLAN TO CONFIRM MASTERY OF
PRIOR KNOWLEDGE OR THAT PRIOR
KNOWLEDGE FOR "LEARNING STEPS"
IS TAUGHT IN THE FRAMEWORK
* ESTIMATE TIME FOR ALL TESTING/
INSTRUCTION AND ASSIGN TO
LESSONS
Fig ure 4 Step s fo r usi ng the Teaching Sch edul e Stra tegy to al locate instructiona l
seq uence "l earni ng s teps " to less on s eries .
STEP Four
Sequence Refinement Strategy. In the Sequence Refinement Strategy (see Figure 5), teacher candidates ask the
following reflective questions for all “learning steps” as a guide for the refinement of the instructional sequence.
The specific questions asked by teachers are as follows:

Is each “learning step” simple enough to be “taught as a whole” to students using the Core
Teaching Strategy?

If the “learning step” being evaluated can be “taught as a whole”, then ask: Could this step be
combined with another step and both taught together? (If YES, then combine the two “learning
steps”. If NO, then separate the “learning step” into two or more sub-parts). Then continue to apply
the refinement strategy to the sequence of “learning steps”.
Across the series of strategies presented in this module, the Sequence Refinement Strategy is the final planning
phase that outlines and addresses the sequence of student learning experiences. The following section overviews
the overall process of planning and implementing a multi-day edTPA lesson sequence.
REFINING THE INSTRUCTIONAL SEQUENCE
SEQUENCE REFINEMENT STRATEGY
ASK ANALYTIC QUESTIONS TO REFINE THE
SEQUENCE OF "LEARNING STEPS"
TARGETED
LEARNING
OUTCOME
<==>
* IS EACH "LEARNING STEP" SIMPLE ENOUGH
TO BE "TAUGHT AS A WHOLE" TO STUDENTS
USING THE CORE TEACHING STRATEGY?
* IF YES- ASK: COULD THIS STEP BE
COMBINED WITH ANOTHER STEP AND BOTH
TAUGHT TOGETHER?
* IF NO- SEPARATE THE "LEARNING STEP"
INTO TWO OR MORE SUB-PARTS. THEN
CONTINUE
APPLYING
THE THEDevelopment,
REFINEMENT
2013,
Center
for School
STRATEGY
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Fig ure 5 Step s fo r usi ng the Se quen ce Re fine ment Strategy to enh ance th e efficiency
of the instructiona l se quen ce.
Inc.
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Overview and Application of the Module Strategies
Sequential Overview of Module Strategies
Figure 6 presents the overall order in which the series of ISD-based strategies presented in this module would be
implemented as a guide for edTPA lesson development. Given a specified learning outcome (or outcomes) to be
taught, teachers would first apply the Self-Model Strategy- Teaching to identify the learning steps to be taught and
learned. This would result in “learning steps” that would form a preliminary instructional sequence which, if taught
effectively, would lead to student mastery of the targeted learning outcome. Next, teachers would apply the SelfModel Strategy- Assessment to develop mastery tests for the targeted learning outcome. Note- this assessment
strategy also could be applied for formative assessment of student mastery of designated “learning steps” as students
progress through the instructional sequence comprising the lesson.
GENERAL STRATEGIES FOR TEACHING
( GIVEN TARGETED LEARNING OUTCOME TO BE TAUGHT )
SELF-MODEL
STRATEGYTEACHING
<==>
TO CLARIFY WHAT IS TO BE
TAUGHT AND SEQUENCED
SELF-MODEL
STRATEGYASSESSMENT
<==>
TO SPECIFY MEASURABLE
LEARNING OUTCOMES
TEACHING
SCHEDULE
STRATEGY
<==>
TO ESTABLISH OPTIMAL
INSTRUCTIONAL PLAN
SEQUENCE
REFINEMENT
STRATEGY
<==>
TO OPTIMIZE THE PLANNED
INSTRUCTIONAL SEQUENCE
CORE
TEACHING
STRATEGY
<==>
TO DEVELOP TARGETED
STUDENT LEARNING OUTCOMES
LEARNING
MASTERY
ASSESSMENT
<==>
TO DETERMINE
TEACHING SUCCESS
Fig ure 6. Overview o f mo dule stra tegi es. Learn ing Ma stery Asses smen t was adde d to
the end of the strategy se quen ce. For develo pmen t of an instructiona l se quen ce,
stra tegi es wou ld b e ap plie d in the orde r sho wn .
Following Figure 6, once the “learning steps” and prior knowledge have been identified, then the next two strategies
(Teaching Schedule Strategy, Sequence Refinement Strategy) are applied to make the instructional plan as precise
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and as coherent as possible prior to initial implementation. The Teaching Schedule Strategy results in a composite
scope and sequence framework of what is to be taught, including estimates of and allocation of teaching times for
“learning steps” across instructional days.
Once the Teaching Schedule Strategy is completed, then the Sequence Refinement Strategy is applied as necessary
to separate learning steps that are too large into smaller steps or to combine small steps together to optimize
instruction. The focus of the Sequence Refinement Strategy on the separation of or combining of “learning steps” is
typically the same type of lesson refinement that results from subsequent field-testing of the instructional sequence.
Once the overall plan is completed, then the Core Teaching Strategy can be applied to each specific “learning step”
in the instructional sequence. Although not specified previously, at the end of the multi-day lesson, assessment of
student learning mastery would evaluate teaching success.
Figure 7 shows the application of the module strategies for developing an instructional plan for teaching the concept
of evaporation. In the plan, the targeted learning outcome is the identification of examples of evaporation (vs. nonexamples). In developing an instructional plan, Figure 7 tracks the evolution of the different strategies from targeted
learning outcome through learning mastery assessment.
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Figure 7. Application of the module strategies to the identification of the concept of
evaporation
Relevance of this Module to edTPA
This ISD development model provides informal guidance to teacher education students who are developing multiday units of instruction for edTPA. These strategies also are extensible to planning of regular classroom instruction.
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Illustrating the Application of the ISD Model
Example - Word Problem Addition
Targeted Learning
Outcome:
Self-Model StrategyTeaching:
(Note- Once the
“learning steps” are
identified, a preliminary
instructional sequence
is constructed)
Solving simple addition word problems (e.g., Bill has 8 toys. He gets 3 new toys for his
birthday. How many toys does he have now? ; Martha has 2 dolls. She gets another doll
from her father. How many dolls does she have now?). Then be able to explain the strategy
used to solve a problem.
Learning Steps
 Read the problem to determine if it is an addition or subtraction problem. Note the basis
for making this while performing the task.
o Addition problems involve having some objects and then obtaining some more.
o Subtraction problems involve having some objects and then removing some.
 If an addition problem:
o Determine (or count) how many objects the person had to start with
o Determine(or count) how many new objects were obtained
o Add the two groups of objects together to obtain the total
Prior Knowledge
 Sufficient reading skills to determine if the problem is addition or subtraction
 Sufficient arithmetic skill to add sums of object less than 12 through memory of number
facts (e.g., 8 + 2 = 10) or by extended counting (e.g., start with 8, then continue counting
with the two new objects – 8 -> 9 -> 10 )
Self-Model StrategyAssessment:
(Note- Academic
language is introduced
by having students
describe what they
have learned)
Assessment/ Mastery Test Item Specifications
Scheduling Strategy:
(Note- these 5 elements
would be allocated to
instructional days with
overlap among learning
steps 3-4-5) to form a
scope and sequence.
Each instructional day
should start with a brief
review of prior
knowledge and/or prior
learning.)
Prior Knowledge (PK)
1. Confirm students have sufficient reading skills to understand problem
2. Confirm students are able to add 1-2 digit numbers up to a sum of 12 and that they are
able to subtract 1-2 digit numbers (involving subtracting a smaller from a larger
number with largest number 12)
Learning Steps (LS)
1. Students read novel problems to determine whether they involve addition or
subtraction (if subtraction, they just skip problem)
a. Identify original objects in the problem and other objects
b. Determine whether the other objects referenced in the problem are added to
the original objects or removed from the original objects
c. If added to the original objects, then the problem is an addition problem
2. If identified as an addition problem, students compute the resulting total number of
objects using addition
3. Students are able to explain how they determined whether a problem was addition or
subtraction and, if addition, how they determined the answer to the problem.
Tentative Scope and Sequence (Multi-Day) a
----------------------------------------------------------------------------------Topic
Day 1
Day 2
Day 3
Day 4
Day 5
----------------------------------------------------------------------------------PK- 1
PK-1
PK- 2
PK-2
PK-2
LS- 1
LS- 1a
LS-1a
LS-1a
LS-1a
LS- 1b
LS-1b LS-1b
LS-1b
LS- 1c
LS-1c
LS-1c
LS- 2
LS-2
LS-2
LS-2
LS-2
LS- 3
LS-3
LS-3
----------------------------------------------------------------------------------






Identify a person that is the subject of the problem
Identify the objects used in the problem (e.g., toys, dolls)
State the original number of objects
State the number of new objects added
Ask Students- What is the number of objects resulting from the described action
After the correct answer, Ask Students - Explain what you did to solve this problem?
a
Note- A complete scope and sequence would allocate instructional time for Topic/Day
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Illustrating the Application of the ISD Model
Example - Word Problem Addition (Continued)
Refinement Strategy:
Core Teaching
Strategy:
Note- This would involve a careful review of the tentative scope and sequence(above) with
regard to (a) possibly separating (breaking up/elaborating) or combining learning steps, (b)
adding possible informal formative and summative mastery assessment, and (c) estimating
The instructional time to be allocated to each topic for each day.
Note- The Core Teaching Strategy would be applied to each Learning Step Topic (and to
any Prior Knowledge that must be taught). As an example, for LS- 1 (Determining
whether a problem involves addition or subtraction), the elements of the Core Teaching
Strategy (below) would be applied as follows to LS-1a, LS-1b, and LS-1c:
Core Teaching
Strategy:
Day 1: Assess Prior Knowledge (PK-1, PK-2)
Model and then provide guided practice ( LS-1a, LS-1b, LS-1c)
Day 2: Review Day 1 by modeling, providing additional guided practice, then
independent practice with feedback. (PK-2, LS-1a, LS-1b, LS-1c)
Introduce LS-2 by modeling and guided practice
Day 3: Review Day 2 with guided practice, then independent practice with feedback (LS1a, LS-1b, LS-1c. LS-2)
Provide additional independent practice on LS-2
Conduct informal Formative Assessment on LS-2 (re-teach as necessary)
Day 4: Review Day 3 by independent practice with and then without feedback (using
paper-pencil worksheet as informal Formative Assessment )
Introduce LS-3 by modeling and then guided practice on a series of problems
Day 5: Review Day 4 by guided practice on LS-3 and independent practice (worksheets)
on LS-2 and LS-3 combined (in which students work, then write explanations for
problems)
Administer Summative Mastery Test on LS-2 and on LS-2- LS-3 combined
Note- As an alternative, Formative evaluation could be conducted orally “on the fly” for
the LS-1a, LS-1b, LS-1c, LS-2, and LS-3 “learning steps”
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Teaching for Learning: Module Application Worksheet
Application Title: ______________________
Targeted Learning
Outcome:
Describe the learning goal here…
Self-Model StrategyTeaching:
Learning Steps
Prior Knowledge
Preliminary Sequencing of Learning Steps
Self-Model StrategyAssessment:
Assessment/ Mastery Test Item Specifications
Scheduling Strategy:
(Note- the PK and
LS elements would
allocated to
instructional days with
overlap among learning
steps to form a
scope and sequence.
Each instructional day
should start with a brief
review of prior
knowledge and/or prior
learning.)
Prior Knowledge (PK)
Refinement Strategy:
Note- Review of the tentative scope and sequence(above) with regard to (a) possibly
separating (breaking up/elaborating) or combining learning steps, (b)adding possible
informal formative assessment, and (c) evaluating the estimated instructional time allocated
to each topic.
Learning Steps (LS)
Tentative Scope and Sequence (Multi-Day)
----------------------------------------------------------------------------------Topic
Day 1
Day 2
Day 3
Day 4
Day 5
----------------------------------------------------------------------------------PK Topics
------------------------------LS Topics
----------------------------------------------------------------------------------------------------------------
Teaching for Learning: Module Application Worksheet
Core Teaching
Strategy:
Note- The Core Teaching Strategy (below) should be applied to each Learning Step
Topic (and to any Prior Knowledge that must be taught). All lessons should begin with a
review.
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