DRAFT: This module has unpublished changes.

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.

Key Learnings:  Each of the lessons I created, taught to different California Common Core Standards and California Visual and Performing Arts Standards.  The lessons were each created with neurodiverse and ELL students in mind.  The use of picture books and art were used to help aid in student understaning and learning.  The lessons also included lots of class discussion, modeling by the teacher, and student collaboration. 

Goals:  Learn about the interests of indiviaul students and try to incorporate them into teaching.

Artifacts:  Lesson plans posted below

 

TPE 1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

Key Learnings:  This semester I created lessons that created active learning experiences to engage students and to help with extended learning. 

Goals:  I will continue to help students make real-life connections with subject matter being taught.  I will do my best to facilitate active learning experiences to help with student learning.

Artifacts:  Lesson plans posted below

 

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.

Key Learnings:  The lesson plans I created used a variety of strategies and resources to aid in student understanding and to make learning more effective. 

Goals:  I will learn more ways to utilize other resources such as assistive technology.

Artifacts:  Lesson plans posted below

 

TPE 1.5 Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

Key Learnings:  The lessons I created this semester use driving questions to get students thinking more critically.  These driving questions engage students and help them to proess information and form questions necessary to answer problems.

Goals: I will continue to think of creative activties that will support student inquiry.

Artifacts:  Lesson plans posted below

 

TPE 1.7 Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

Key Learnings:  This semester I learned how students can learn through the use of visual and performing arts.  In my ELA/VAPA lesson students explore onomatopoeia through a painting to music activity.

Goals:  Discover more fun ways to teach through the arts.

Artifacts:  Lesson plans posted below

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TPE 2.1 Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Key Learnings:  This semester I focused in on how I will address social and emotional learning in my my future classroom.  I reflected on my own social and emotional learning skills and how I can best meet these needs for my future students.  I also learned different strategies to support elementary students' social and emotional learning.  I learned different calming techniques such as deep breathing to help chidren cope with emotions.  I also learned different ways that the arts can be utilized to help with SEL and ACEs, such as through songs and dance. 

Goals: Continuously support students' social emotional growth, development, and individual responsibility.

Artifacts:  Social and Emotional Learning Plan

 

 

TPE 2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

Key Learnings:  It is essential to create a positive classroom environment that is culturally responsive for all students.  All students should see themselves reflected in the environment of the classroom from picture books to posters and decorations.  The classroom needs to be a safe place where students feel free to share and ask questions.  Students need to feel connected to their classroom and that they belong.

Goals:  Create a positive culturally responsive classroom. 

 

TPE 2.5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

Key Learnings:  This semester I learned the importance of holding all students to the same high expectations.  Regardless of modifications that may need to be made for individual students, all expectations will remain constant. 

Goals:  To hold each student to the same high expectations.

Artifacts:  Lesson plans posted below

 

TPE 2.6 Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

Key Learnings:  It is importat for students and their families to know what is expected in terms of classroom behaviors and procedures.  I learned the imporance of building strong positive relationships with students and their families, as well as creating a strong classroom community.

Goals:  Establish and maintain clear expectations for classroom behavior.

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TPE 3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

Key Learnings:  This semester I created lesson plans for Social and Emotional Learning, Physical Education, and Visual and Perfroming Arts.  Each of these lessons also integrated English Language Arts standards.

Goals:  I will continue to learn and gather resources to help teach different subject matter according to the standards.  I will also find engaging beneficial ways to integrate muliple subjects across different disciplines.

Artifacts:  Lesson plans posted below

 

TPE 3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

Key Learnings:  I learned that it is important to have students set goals.  Although set to the same high expectations, modifications need to be made on an indiviual basis.

Goals:  Find effective ways to help students create, monitor, and achieve goals.

 

TPE 3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

Key Learnings:  This class taught me how valuable integrating other content such as the arts can be in creating effective lessons.  For my ELA/VAPA lesson, students learn the meaning of onomatopoeia through an engaging art lesson.

Goals:  I will continue to find engaging and beneficial ways to integrate the arts into my lessons.

Artifacts:  Lesson Plans posted below

 

TPE 3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

Key Learnings:  I learned the importance of working with other teachers, team members, etc. to create curriculum to best meet the needs of students.  Through communication with my master teacher, I was able to know what level to gear lessons and which standards to address.

Goals:  To always keep communication open with others to best meet students' needs.

Artifacts:  Lesson plans posted below

 

TPE 3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

Key Learnings:  In Educ 491, I learned different ways technology can help student learning.  Websites, interactive online games, online quizzes such as Kahoot, brain break videos, etc can all aid in teaching.

Goals:  I will continue to find a range of technology that can be used in my teaching.

 

TPE 3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

Key Learnings:  Technology is a big part of life today.  Students should utilize different forms of technology to assisst them in learning.  Students can use technology in numerous ways.  Students can use google slides to create presentations, QR codes, classrrom blogs, etc.

Goals:  Find educational ways for students to use a variety of technology.

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TPE 4.3 Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Key Learnings:  I learned the importance and benefit of being able to integrate multiple disciplines across curriculum.  Having students work on muliple areas will effectively strengthen student knowledge.

Goals:  Look for ways to integragte the different subjects.

Artifacts:  Lesson plans posted below

 

TPE 4.4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: appropriate use of instructional technology, including assistive technology;applying principles of UDL and MTSS;use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;appropriate modifications for students with disabilities in the general education classroom;opportunities for students to support each other in learning; anduse of community resources and services as applicable.

Key Learnings:  It is important to meet the needs of all students.  Teachers need to be aware of where students are and which modifications and resources should be used. 

Goals:  Learn the best way to utilize the different resources in my teaching practices.

Artifacts:  Lesson plans posted below

 

TPE 4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

Key Learnings:  Each student is an individaul and their learning reflects that.  Students should always be provided with modifications/accomadations needed. 

Goals:  Work with students, their families, and the school to find ways to best meet the needs for every student.

 

TPE 4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

Key Learnings:  I learned that communication is essential for student understanding and learning.  The teacher must effectively communicate and model what is being taught.  Students need to communicate by stating opinions and asking questions.  Collaboration is a great way for students to work on communication skills.  The lessons I created call for a lot of class discussion, think-pair-share, and collaborative work.

Goals:  Always make communication a top priority.

Artrifacts:  Lesson plans posted below

 

TPE 4.8 Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

Key Learnings:  Digital tools and technology can help make learning more engaging and meaningful for students.  In the lessons I created, technology such as smart boards, and YouTube were used to show students video recordings of read-alouds and other educational information.

Goals:  Incorporate more digital tools in assignments.

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TPE 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

Key Learnings:  This semester I reflected a lot on the necessary skills needed to be a professioanl educator.  For this class, I learned how to read and teach to the different standards for physical education, as well as the Healthy Youth Act and Health Education Framework, the standards for visual and performing arts, and about the different components of social and emotional learning.

Goals:  I will stay updated on standards, frameworks, and teaching practices.

 

TPE 6.2 Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

Key Learnings:  I reflected on my own values and implicit and explicit biases and the ways I can mitigate any negative impact they possibly could have on my teaching.  I have learned the importance of viewing each student as an individual and to never make assumptions.  I also now realize the importance of holding each student to the same high expectations.

Goals:  I will make sure to implement culturally responsive pedagogy.  I will honor each of my student's experiences and make sure their idenity is represented throughout my classroom and teaching.

Artifacts:  Blog Post on Implicit Bias

 

 

TPE 6.3 Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

Key Learnings:  This semester I set different learning goals.  Through survey results and reflection, I created a Social and Emotional Learning Plan (posted above) to help me become a better teacher.  I also had several discussion with my master teacher in regard to education and instruction during quarantine due to the Coronavirus.  Through class chats, blogs, and discussion I also had the opportunity to reflect on the different skills needed in order to become a successful teacher.

Goals:  My goal is to continue learning and setting goals to improve my teaching practices.  I will continue to communicate with my teachers and peers.

Artifacts:  Social and Emotional Learning Plan (posted under TPE 2.1)

Class Chat Questions

 

Below are the four questions I asked for the different class chats this semester.

 

Class Chat Question 1:  Is it important for teachers to know how our students are feeling and how can we assess the emotions of each of our students and help them to cope with their emotions?

Class Chat Question 2:  What are some collaborative Social Emotional Learning acitivies you as a teacher could incorporate into your classroom that would help build positive relationships between students?

Class Chat Question 3:  According to studies shown in this week’s module videos, drawing what you’re learning is far superior to writing.  Why do you think that is, and what are some ways you would incorporate art into your fieldwork grade level to help with student learning?


Class Chat Question 4:  Many teachers don’t teach the arts because they are pressured by districts and parents who stress the importance of strictly teaching academics and not taking time away from that kind of instruction.  What are some arguments you as a teacher could make about why integrating the arts benefits students and their learning?

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Artiffacts for TPE 1.1, 1.3, 1.4, 1.5, 1.7, 2.5, 3.1, 3.3, 3.4, 4.3, 4.4, 4.7

 

The lessons I created this semester provide active learning experiences that engage student interest.  For each of the lessons I created this semester, I used picture books to help teach the lesson.  These picture books were geared at my fieldwork grade level and were used to help teach students in a fun and engaing way.

 

My SEL/ELA lesson focused on being able to identify emotions.  Through discussion, relatable sceanario cards, and a picture book students were taught a lesson on emotions and they created an emotions journal.

 

SEL/ELA Lesson

 

 

In the PE/ELA lesson I created, students were also taught through a picture book to help them connect cocepts being taught to make better real life choices in regard to their health.  Students also collaborated on a worksheet to help practice these concepts by determing healthy choices.  Students also learned various exercises in the lesson.  Lastly, students journaled the ways they learned how to recharge their bodies in a healthy way.

 

PE/ELA Lesson

 


 

For my VAPA/ELA lesson, students learned about abstract art, the artist Wassily Kandinsky, and the use of onomatopoeia at the second grade level.  Students learned about abstract art and the artist Wassily Kandinsky through an engaging picture book at the fieldwork grade level.  The book focused on the early life of Kandinsky which helped students connect with the artist.  Students were further engaged by acting out parts of the story.  Students then went on a sound hunt on the playground to make real life connections between the sounds that they hear and the use of onomatopoeia.  Students then created a painitng to music.  Students went on a gallery art walk to view and discuss the paintings of their classmates.  Students explored the different parts of the paintings in realtion to onomatopeia, e.g., a pop of red, a tinkling of blue specks, etc.

 

VAPA/ELA Lesson

 

 

DRAFT: This module has unpublished changes.