Picture File
I organized this lesson on Prezi. The lesson utilizes many photographs to help students, especially ELLs understand and visualize the content being taught. This is an engaging format to present a lesson in that will reach all students including those with disabillities or other learning needs. Also, because this lesson is available online, students can access it from anywhere with internet. This lesson is therefore, available outside of the classroom for students to further access and view.
TPE 1.4: Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning(UDL) and Multi-Tiered System of Supports(MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.
TPE 3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
ELD Lesson
My ELD lesson consisted of a variety of instructional strategies that met with the needs of the students. The students had the opportunity to work collaboratively with others. The students were also given ample visual representation and modeling throughout the lesson. The content and language presented in this lesson was modified to meet the needs of all students, including ELLs.
TPE 1.4: Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.
TPE 3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
SDAIE Lesson
I developed my SDAIE lesson with the whole class in mind. The lesson engaged the students with concepts that are used in everyday life and that fit with the background of each student. The lesson went over multiplication, time lapse problems, and area and perimeter. I created several worksheets to apply students prior knowledge of multiplication, time lapse problems, and area and perimeter problems.
TPE 1.1: Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
TPE 1.6: Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English(SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.
Dyad Strategy
This lesson taps into student's background knowledge to further their understanding of the content presented. Students partake in a hands-on activity to learn about the different biomes. Students are collaboratively working together and moving about the classroom adding a kinesthetic element to the lesson.
TPE 1.1: Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
Community Resource Project
For the Community Resource Project I focused on a student whose primary language is not English. I observed the student in the classroom setting, as well as at recess. I watched how the student interacted with her peers, teachers, and friends. Through talking with the teacher, classroom aid, and the student herself I was able to gain an understanding of an ELL student in the elementary school setting.
TPE 4.6: Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
Fieldwork
The fieldwork done for this class allowed me to see how different student's learning experiences are different. I also was able to observe different instructional strategies, as well as how the school and community work together. I also communicated a lot with my classroom observation teacher. We dissed state testing, different lesson plans, and teaching strategies.
TPE 4.2: Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
TPE 4.6: Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
E-Portfolio
My E-Portfolio is a great tool for others to see some of the lesson plans and additional work that I have done in preparing to become a teacher. I have shared my E-Portfolios with many other teachers as well as on my resume.
TPE 4.6: Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
The below link will take you to the homepage of my
RTI and MTSS Reflection
In this reflection I discuss RTI and MTSS. RTI and MTSS are Multi-Tiered Systems that help students either academcially and/or behaviorally. The different interventions and teaching strategies discussed in this reflectioinn support TPE 1.4
TPE 4.6: Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co teaching, coaching, and/or networking.
Autism Reflection
In this reflection I discuss Autism Spectrum Disorder. I also touch on the different teaching strategies that need to be addressed for teachers who have students with ASD.
TPE 4.2: Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
