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632 views

Tpe 3

Uploaded by

api-547598526
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Understanding and

Organizing Subject
Matter for Student
Learning
3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum frameworks.

Examples of Observable Evidence Examples of Observable Evidence

Uses state and district standards as curricular Ensures that subject matter is not static; it changes Is
guideposts to align curriculum familiar with how the content relates to students’
development
Uses assessments to provide the next structure for
instruction Knows the content, current findings, and how they are
interpreted Is knowledgeable about subject matter Is
Identifies and describes required grade level skills in knowledgeable of student’s cognitive development
the content areas
Builds bridges between the new skills and content and
Scaffolds instruction so that early skills are students’ prior experiences
foundational and requisite for later, more complex,
higher-order skills and knowledge Provides instruction that supports all students’
learning Uses academic vocabulary
Understands the importance of planned instruction to
meet learning expectations Reinterprets historical
events and literature based on the social
understanding of the time
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..

Teaches specific academic language in ways that


Examples of Observable Evidence
engage students in accessing subject matter text
Understands students’ individual cognitive, social and and/or learning activities
physical development and scaffolds instruction
Guides all students in using analysis strategies that
accordingly
provide equitable access of subject matter
Connects content to students’ prior knowledge and
Uses some form of pre-assessment to make decisions
their experiences Implementation of instructional
about instruction, students’ levels of readiness,
strategies to match students’ learning needs
interests, and learning profiles
Engages and facilitates students’ understanding by
Designs instruction that is responsive to that motivates
linking students’ previous knowledge
students
Scaffolds instruction to address achievement gaps for
Matches students’ instruction with their pattern of
the full range of learners
abilities

Acknowledges and understands students’ cultural


differences
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.

Examples of Observable Evidence Plans a balanced program based on decisions about


the skills and standards to be taught, determined by
Knows how content is learned by students and when
their priority or importance relative to students’ level of
preparing to teach a concept considers students’ prior
knowledge
knowledge and skills
Organizes and implements subject allowing adequate
Organizes subject matter based on optimal
time for student comprehension and support for
pedagogical understanding to promote and support
students’ special needs
student learning
Adjusts instruction within and across subject matter to
Understand the different types of knowledge students
ensure student learning
must comprehend in order to master the subject
matter, including factual, procedural knowledge, social Organizes instruction to reveal and value different
skills, collaboration, group interaction, physical skills, cultural perspectives
and how it relates to students’ development
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

Examples of Observable Evidence

Long/short term lesson plans/planning (unit plans,


benchmark planning, grade level planning)
incorporates multiple means of representation,
expression, and engagement
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.

Examples of Observable Evidence

Frontloading of vocabulary: word wall, choral reading

Graffiti wall

Pair share; pair with peer mentors

Game based: jeopardy Graphic organizers, note


cards, pictures with definitions, Frayer model

Struggling with reading; letter blocks; crashing game


Modifications based on IEPs
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.

Examples of Observable Evidence

Scanners to encourage academic responsibilities

Access materials

Haiku

Socrative quiz maker: chunking of material; focus;


questions

Smartboards; laptops, iPads; PP; digital version of


student selection

Data director Videos iPads as reinforcer Elmo iPads


for expressive language
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.

Examples of Observable Evidence

Model knowledge, skills, and fluency in using digital


tools for instruction

Have students use digital tools to learn, create new


content, and demonstrate learning

Model and promote digital citizenship and critical


digital literacy

Promote equal access of all students to digital tools


and assure that students are safe in their digital
participation

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