Unpacking TPE Standards - Padlet Activity by Velia Valle https://padlet.com/vvalle5468/6tkguc6n96ju002r 1. Identify target(s)/big ideas of TPE/Standard 2. Write essential questions 3. What might it look in the classroom? In a distance learning environment? 4.What are students doing? 5. What is the teacher doing? en-us 2020-10-06 02:27:51 UTC 2025-09-28 00:59:13 UTC hello@padlet.com Communicating the Purpose of the Lesson https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695108 1. Big idea is to help students have a context for the learning. Establish learning goals and provide context for each lesson.
2. In the classroom, essential questions are posted.  Virtually, essential questions/learning goals posted/discussed at beginning of instruction.
3. Students can identify the reason for the specific lesson in the larger framework of a unit.
4. Instructor has clearly defined daily, short, and long-term learning goals and communicates the process to the students. Gives students a framework of understanding so they can see how individual lessons fit into the arc of the unit.]]> 2020-10-07 00:16:09 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695108 Steven Cabrillos stevencabrillos https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695135 3b.1 Quality and purpose of questions
1.) Key words that I noticed is communicating long term and short term goals. This is relating to being able to help students understand the long term purpose of what they learning as they are learning each lesson. In math, it's helpful to use the UBD model in how each lesson relates to the overall unit.
2a.) How my classroom will look like is to visually put up the Learning Objectives, Common Core Standards, The ELD standards and Essential question. This will be a helpful reminder to see the content they are learning now will relate to the overall goal.

Students can copy the objectives and essential  in their notes, so they can refer to it through out the lesson.

2b.) One helpful tool, I just learned was the UBD model. When the teacher plans lessons they will be working backwards from the lesson. 

One idea for an instructional tool is to use an exit ticket where student's can answer the essential question asked in the beginning of the lesson. Teacher's can use KWL charts to introduce lessons and track what student's learn as they fill out the chart.]]> 2020-10-07 00:16:10 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695135 Ricardo Contreras :) rcontreras31 https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695295 2a.3 Academic Climate
1. Promote healthy student environment. Productive inclusive environment. Clear expectations, high standards.
2. How can I make sure my students continue to participate with a positive growth mindset. How can I maintain high expectations in a virtual environment while maintaining high expectations.
3. Positivity, encouraging posters. Work from them (projects). Clear expectations on walls. Clear consequences on walls. Clear Reward systems on walls.
4. Students participate without being worried if they were correct or not. They share their opinions and academic struggles with everyone. (take risks)
5. Teacher mistakes are treated as learning opportunities for the students and the teacher. Teacher promotes healthy learning environment by encouraging their students regardless if they are right or wrong.  ]]> 2020-10-07 00:16:15 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695295 Monica Parada https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695701 CSTP 3.1--This is relating the subject matter to real-life situations. The students will be comfortable seeing and using the vocabulary and will take part in solving problems that could be connected to current events or relatable situations. I have found some activities like this through Robert Kaplinsky’s website and Dan Meyer’s 3 step problems. I also enjoyed a PD called “Callahan” that gave us teachers ways to help engage the students in problem solving like the “shopping cart” problem.
Students are SUPPOSED to be talking to one another and individually working/thinking on paper.

CSTP 3.5--This is using a variety of technologies, whether it be devices, apps, websites, or activities, to try to keep students engaged. “Variety is the spice of life.” I try to do this on a daily basis by having at least one “non-lecture” activity during a class period. Last week I used a desmos activity. I’ve used padlets, zoom polls, break-out rooms, schoology discussions, delta math, khan academy, and IXL where the students can try their own problems, watch a video of someone besides me talking, work independently or with a group, or test their understanding by responding to a prompt. 
Students are SUPPOSED to be asking me to repeat/explain, and following the steps I outline.

TPE 3.1--Show knowledge of subject matter and standards. Have standards shown and explain each day as we begin what the lesson goal is. Then have students explain back to you or to each other what we are learning that day.

TPE 3.6--{Same as CSTP 3.5} This is using a variety of technologies, whether it be devices, apps, websites, or activities, to try to keep students engaged. “Variety is the spice of life.” I try to do this on a daily basis by having at least one “non-lecture” activity during a class period. Last week I used a desmos activity. I’ve used padlets, zoom polls, break-out rooms, schoology discussions, delta math, khan academy, and IXL where the students can try their own problems, watch a video of someone besides me talking, work independently or with a group, or test their understanding by responding to a prompt. 


]]> 2020-10-07 00:16:28 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695701 Discussion Techniques and Student Participation Improvement of Practice: More student participation in class discussions. Discussions are student-centered rather than the focus being on the teacher. Students will be engaged in intellectually engaging conversations, discussing strategies to solve real-life problems. Students will provide peer feedback. Students will present their findings to the rest of the class. Student groups will consist students of mixed abilities. Teaching Strategies: Think-Pair Share and other Kagan Strategies Group work; each member of the group will have a role in their group Cooperative Learning Scaffolding questions Bloom's Taxonomy Action Steps: Observing other teachers, not just necessarily math teachers Read research articles on Kagan Strategies and Bloom's Taxonomy Networking with other teachers at Liechty and DI Program for best teaching practices Take a more Socratic approach to class discussions Key Words: CSTP 1.3 Connecting subject matter to meaningful, real-life contexts. TPE1.1 Apply background knowledge of students to engage them in learning. TPE 1.2 Connect the subject to real-life contexts. TPE 2.2 Create a learning environment that promotes productive student learning that reflect diversity and multiple perspective https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695890 2020-10-07 00:16:34 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808695890 Ramiro https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808698211 CSTP 1.6
Big Idea is to check for understanding. Make adjustments to extend learning opportunities. Monitor student progress. 
Students successfully participate and stay engage
CSTP 5.1
Different types of assessments. 
Make a wide rage of assessments.
Support different students learning needs and reflect progress

]]> 2020-10-07 00:17:53 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808698211 Feedback to Students: https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808699542
1)Assessments are wide-spectrum and multipurpose tools for educators to identify students’ progress in various areas. Within the Formative Assessment framework, in my classroom I would like to apply Self – Assessment strategy to make my students aware of their level of academic vocabulary comprehension. I would prefer to do this after introducing new math concepts. An activity can involve vocabulary and word problem tasks in small groups or as an independent study where students can rate themselves. With this strategy, students will be able to self-evaluate and assess their understanding and knowledge of the academic vocabulary and math concepts, and thus identify what needs additional attention for further mastery. A potential drawback of such a strategy could be the student’s ability to be objective in self-reflection and thus not fully benefit from this process. That’s why it could be a good idea, if possible, to review students’ self-assessment and provide additional feedback. 

2) Monitoring progress – cooperative learning activity for students to work in 
pairs on real-life world problems and apply acquired skills and knowledge.
The teacher monitors student work in pairs and rotates in classroom, communicates with students, provides feedback and encourages student interaction, checks if the steps are done properly and if the students found the correct solution. Students will use Desmos.com to check their solutions. 
]]> 2020-10-07 00:18:38 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/808699542 https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/921335498 2020-11-13 18:36:38 UTC https://padlet.com/vvalle5468/6tkguc6n96ju002r/wish/921335498