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TPE Domain: D
Planning Instruction and Designing Learning Experiences for Students
Domain D consists of two TPE sub-sections:
TPE 8: Learning About Students and TPE 9: Instructional Planning
"Everyone is a genius.
But if you judge a fish on his ability to climb agree,
It will live it's whole life believing that it is stupid."
-Albert Einstein
TPE 8: Learning About Students
Teacher Candidates draw upon their knowledge of child development to understand their student's behavior. They can use formal and informal methods of observation and student-teacher interaction to learn about their students interests, strengths, weaknesses, needs and knowledge.
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Below is a lesson plan, created in a creative form, to demonstrate my personal strength and interest - Prezi. It is designed for 3rd graders to create a book report on James and the Giant Peach. The students can create their report in any form that they choose! It is a Talent Search! This lesson plan will incorporated CCSS for reading, while allowing the teacher and the student's fellow peers to get to know their strengths and interests better.
TPE 9: Instructional Planning
In this category, teacher candidates demonstrate their competency in designing instruction to incorporate the state-adopted standards, long and short-term goals for student learning, appropriate assessments, and student connection to subject content. However, their are primarily assessed on their understanding of student grouping strategies and how they can positively affect student learning.
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Below is a document describing the importance of collaborative work within student learning. The paper will then compare and contrast homogeneous and heterogenous grouping strategies. Finally, it will provide a myriad of different grouping techniques and when they are best implemented into instructional planning.
This paper will focus on one State Standard and how the lesson and instruction can be modified to best suit the needs of a wonderfully diverse classroom. The areas of modification and adaptations being made will include culturally diverse students, linguistically diverse students, both high and low achieving students, and students with a physical disability.
Literature Review
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Below is a lit. review on Robert Johnson, Scott Liddell, and Carol Ertings' paper: Unlocking Curriculum, based on Deaf Education.
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