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Week Three Assignment 3A

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Learning Map Week 4

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TPE 3.3 Plan, design, implement, and monitor
TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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Forsee_Content Learning Plan for Science 6th-8th

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TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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TPE 3.3 Plan, design, implement, and monitor
TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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TPE 3.3 Plan, design, implement, and monitor
TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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TPE 3.3
1st time to use this UDL template and not the last

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TPE 3.3 Plan, design, implement, and monitor
TPE 3.5 Adapt subject matter curriculum in full range of English Learners

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My family Tree

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Here is an interactive tree of life that can show you that your favorite dog is actually your 21 millionth cousin that is 41 million times removed. It will also show our common ancestor...interesting!

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The Tree of Life: We are related to every living thing!

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Our mission is to promote the teaching of evolution by emphasizing its greatest lesson: LIFE ON EARTH IS ONE BIG EXTENDED FAMILY! Every human being is related genealogically not just to all other humans, but to all other living things. And not only organisms living today, but to everything that has ever lived.

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The enzymatic pathway to your survival.

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Great source for student engagement, classroom management, and textbooks!

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Welcome to CK-12 Foundation | CK-12 Foundation

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infographic: the scientific method and ngss dimension 1: scientific practices

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Infographic: The Scientific Method and NGSS Dimension 1: Scientific Practices

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Use this diagram to better understand the scientific method and the NGSS practices used to solve problems.

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TPE 3 & 6

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Does your teaching include these five standards? Take a deep dive with this self-check, originally produced by the Center for Research on Education, Diversity and Excellence at the University of California.

Teacher and Students Producing Together

Learning occurs most effectively when experts and novices work together for a common product or goal, and are therefore motivated to assist one another. "Providing assistance" is the general definition of teaching; thus, joint productive activity (JPA) maximizes teaching and learning. Working together allows conversation, which teaches language, meaning, and values in the context of immediate issues. Teaching and learning through "joint productive activity" is cross-cultural, typically human, and probably "hard-wired." This kind of "mentoring" and "learning in action" is characteristic of parents with very young children; of pre-school, graduate school, adult learning, school-to-work and service learning, on-the-job training - of all education, except the common K-12 tradition. In schools, there is ordinarily little joint activity from which common experiences emerge, and therefore no common context that allows students to develop common systems of understanding with the teacher and with one another. Joint activity between teacher and students helps create such a common context of experience within the school itself. This is especially important when the teacher and the students are not of the same background.

Joint activity and discourse allow the highest level of academic achievement: using formal, "schooled," or "scientific" ideas to solve practical, real world problems. The constant connection of schooled concepts and everyday concepts is basic to the process by which mature schooled thinkers understand the world. These joint activities should be shared by both students and teachers. Only when the teacher also shares the experiences can the kind of discourse take place that builds basic schooled competencies.

Indicators of Joint Productive Activity

The teacher:

Developing Language Across the Curriculum

Developing competence in the language(s) of instruction should be a metagoal of all educational activity throughout the school day. Whether instruction is bilingual or monolingual, literacy is the most fundamental competency necessary for school success. School knowledge, and thinking itself, are inseparable from language. Everyday social language, formal academic language, and subject matter lexicons are all critical for school success.

Language development at all levels - informal, problem-solving, and academic - should be fostered through use and through purposeful, deliberate conversation between teacher and students, not through drills and decontextualized rules. Reading and writing must be taught both as specific curricula and integrated into each content area.

The ways of using language that prevail in school discourse, such as ways of asking and answering questions, challenging claims, and using representations, are frequently unfamiliar to English language learners and other students at risk of educational failure. However, their own culturally based ways of talking can be effectively linked to the language used for academic disciplines by building learning contexts that evoke and build upon children's language strengths.

The development of language and literacy as a metagoal also applies to the specialized language genres required for the study of science, mathematics, history, art, and literature. Effective mathematics learning is based on the ability to "speak mathematics," just as the overall ability to achieve across the curriculum is dependent on mastery of the language of instruction. Reading, writing, speaking, listening, and lexicons can be taught and learned in every subject matter, and indeed all the subject matters can be taught as though they were a second language. Joint Productive Activity provides an ideal venue for developing the language of the activity's domain.

Indicators of Language Development

The teacher:

Making Meaning: Connecting School to Students' Lives

The high literacy goals of schools are best achieved in everyday, culturally meaningful contexts. This contextualization utilizes students' funds of knowledge and skills as a foundation for new knowledge. This approach fosters pride and confidence as well as greater school achievement.

Increase in contextualized instruction is a consistent recommendation of education researchers. Schools typically teach rules, abstractions, and verbal descriptions, and they teach by means of rules, abstractions, and verbal descriptions. Schools need to assist at-risk students by providing experiences that show abstract concepts are drawn from and applied to the everyday world.

"Understanding" means connecting new learning to previous knowledge. Assisting students make these connections strengthens newly acquired knowledge and increases student engagement with learning activities. Schema theorists, cognitive scientists, behaviorists, and psychological anthropologists agree that school learning is made meaningful by connecting it to students' personal, family, and community experiences. Effective education teaches how school abstractions are drawn from and applied to the everyday world. Collaboration with parents and communities can reveal appropriate patterns of participation, conversation, knowledge, and interests that will make literacy, numeracy, and science meaningful to all students.

Indicators of Contextualization

The teacher:

Teaching Complex Thinking

Students at risk of educational failure, particularly those of limited standard English proficiency, are often forgiven any academic challenges on the assumption that they are of limited ability, or they are forgiven any genuine assessment of progress because the assessment tools are inadequate. Thus, both standards and feedback are weakened, with the predictable result that achievement is impeded. While such policies may often be the result of benign motives, the effect is to deny many diverse students the basic requirements of progress - high academic standards and meaningful assessment that allows feedback and responsive assistance.

There is a clear consensus among education researchers that students at risk of educational failure require instruction that is cognitively challenging; that is, instruction that requires thinking and analysis, not only rote, repetitive, detail-level drills. This does not mean ignoring phonics rules, or not memorizing the multiplication tables, but it does mean going beyond that level of curriculum into the exploration of the deepest possible reaches of interesting and meaningful materials. There are many ways in which cognitive complexity has been introduced into the teaching of students at risk of educational failure. There is good reason to believe, for instance, that a bilingual curriculum itself provides cognitive challenges that make it superior to a monolingual approach.

Working with a cognitively challenging curriculum requires careful leveling of tasks, so that students are motivated to stretch. It does not mean drill-and-kill exercises, nor it does not mean overwhelming challenges that discourage effort. Getting the correct balance and providing appropriate assistance is, for the teacher, a truly cognitively challenging task.

Indicators of Challenging Activities

The teacher:

1. assures that students - for each instructional topic - see the whole picture as a basis for understanding the parts.

2. presents challenging standards for student performance.

3. designs instructional tasks that advance student understanding to more complex levels.

4. assists students to accomplish more complex understanding by building from their previous success.

5. gives clear, direct feedback about how student performance compares with the challenging standards.

Teaching Through Conversation

Thinking, and the abilities to form, express, and exchange ideas are best taught through dialogue, through questioning and sharing ideas and knowledge. In the Instructional Conversation (IC), the teacher listens carefully, makes guesses about intended meaning, and adjusts responses to assist students' efforts--just as in graduate seminars, or between mothers and toddlers. Here the teacher relates formal, school knowledge to the student's individual, family, and community knowledge. The IC provides opportunities for the development of the languages of instruction and subject matter. IC is a supportive and collaborative event that builds intersubjectivity and a sense of community. IC achieves individualization of instruction; is best practiced during joint productive activity; is an ideal setting for language development; and allows sensitive contextualization, and precise, stimulating cognitive challenge.

This concept may appear to be a paradox; instruction implies authority and planning, while conversation implies equality and responsiveness. But the instructional conversation is based on assumptions that are fundamentally different from those of traditional lessons. Teachers who use it, like parents in natural teaching, assume that the student has something to say beyond the known answers in the head of the adult. The adult listens carefully, makes guesses about the intended meaning, and adjusts responses to assist the student's efforts - in other words, engages in conversation. Such conversation reveals the knowledge, skills, and values - the culture - of the learner, enabling the teacher to contextualize teaching to fit the learner's experience base.

In U.S. schools the instructional conversation is rare. More often, teaching is through the recitation script, in which the teacher repeatedly assigns and assesses. Classrooms and schools are transformed into communities of learners through such dialogic teaching, and when teachers reduce the distance between themselves and their students by constructing lessons from common understanding of each others' experience and ideas and make teaching a warm, interpersonal and collaborative activity.

Indicators of Instructional Conversations

The teacher:
Reprinted with permission from the Center for Research on Education, Diversity and Excellence, University of California.

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Does your teaching include these five standards? Take a deep dive with this self-check, originally produced by the Center for Research on Education, Diversity and Excellence at the University of California. Learning occurs most effectively when experts and novices work together for a common product or goal, and are therefore motivated to assist one another.

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TPE 5 UDL Assessments

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TPE 1,2, & 4

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TPE 1, 3, & 5

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TPE 3

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Universal Design for Learning

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TPA guide

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TPE 2

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Assignment for National University

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TPE 2

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TPE 6

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TPE 2
Artifact Reflection

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TPE 1

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Language Arts

Ask students to hunt for words in their reading and writing that fit the phonic or word study pattern being studied. These words can create a word wall that illustrates examples of the different patterns studied. Students could keep a word study notebook to record the known patterns and their new understanding about words, and can play games and activities that apply their word knowledge.

Math

Word walls in math can provide visual cues and graphic representations of content. Consider using a math word wall that has three parts: key vocabulary, "in your own words" definitions, and a variety of ways to portray a function. For example, multiplication is portrayed by the following symbols: x, *, and ( ).

Number sense, concepts, and operations word wall
The purpose of the mathematics word wall is to identify words and phrases that students need to understand and use so as to make good progress in mathematics. Mathematical language is crucial to children's development of thinking. If students do not have the vocabulary to talk about math concepts and skills, they cannot make progress in understanding these areas of mathematical knowledge. They need to be familiar with mathematical vocabulary and mathematical terms to understand written and spoken instructions. See math word wall resources >

More ideas for word walls in math
Many teachers are familiar with basic word wall strategies including the use of a flashlight (to put the light on words) and a fly swatter (to highlight words). Teachers are also familiar with tested favorites like bingo; I Have, Who Has; and Mind Reader, but they really wanted other ideas. The purpose of this post by Dr. Deborah Wahlstrom is to identify additional ways to use word walls with mathematics content. More math word wall ideas >

Science

Using interactive word walls in science
Science is a vocabulary-intense subject that is dependent on students learning new and often times difficult vocabulary to increase comprehension and help them make connections between and among concepts. When science students are given the opportunity to interact with the vocabulary, they are more likely to remember it.

Ideas for using the words on your wall are only limited by your imagination. Some examples include:

Students categorize and sequence from largest to smallest (cell, bacteria, yeast, tissue, ribosome, organ, organism, organ system, protozoa, virus) Variation: Students are given vocabulary words, and their classmates must arrange them in the correct order and justify the placement.

Students remove words from the wall and make connecting statements about the words. The class can then create a summarizing statement, for example: cells make up tissues, and tissues make up organs.

For more ideas like these, read the full post by Toni Enloe.

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Word Walls | Classroom Strategy | Reading Rockets

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A word wall is a collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading.

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TPE 6
Funds for schools

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TPE 6
Vis Rep How is Ca doing on ESSA
Reflection

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TPE 1
Visual Rep of Cultural Factors

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TPE 2
Visual Rep of Tech Challenges Reflection

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TPE 1 & 6

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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TPE 1 & 6
Visual Rep of ESSA  Reflection

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TPE 1

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TPE 2

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Weekly Lab Setup Tips for New Science Teachers - Science and Math with Mrs. Lau

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I know as a new teacher there is a lot to take in. Class schedules (rotating!), a teacher planner, 100+ names and faces to memorize, bulletin boards to set up, class routines to decide on, and more. But a new SCIENCE teacher?!

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Class project!

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TPE 3 Learning Maps

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ITL602 Showcase Classroom Management Techniques for the science room

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ITL602 Showcase Classroom Management Techniques for the science room

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TPE 2
Amazing information on establishing effective classroom management techniques.  I like the section of procedures.

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Classroom Management Strategies: Top 10 Organizational Ideas

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Classroom management strategies that help improve high school or middle school student behavior and achievement. Top 10 guidelines, organization plans included.

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TPE 1 & 2
Lesson Plan Examples
Generation Science Standards

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NGSS Lesson Plans LS1: From Molecules to Organisms

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NGSS Life Science 1: From Molecules to Organisms

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TPE 4 High School LS topics for Biology - Life Sciences