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Teaching Event

Teaching Event. commentaries written responses to a set of task-specific prompts. provide contextual information needed to understand the artifacts and describe your reasoning behind or analysis of. PACT. 1. Context for Learning 2. Planning 3. Instruction 4. Assessment 5. Reflection

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Teaching Event

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  1. Teaching Event • commentaries • written responses to a set of task-specific prompts. • provide contextual information needed to understand the artifacts and describe your reasoning behind or analysis of

  2. PACT • 1. Context for Learning • 2. Planning • 3. Instruction • 4. Assessment • 5. Reflection • Academic Language strand that runs across all the tasks and is scored separately. • Read the Teaching Event Handbook, the Teaching Event Rubrics, • Deepen your understanding of teaching and learning in your certification area.

  3. Task 1. Context for Learning • What is the difference between English learners and students who are proficient English speakers? • “English learners” refers to second language learners • Generally, the rest of the students in your class will be proficient English speakers. • Although some students may be English speakers but are not proficient with English

  4. Task 1. Context for Learning • How much information should I convey about my students when describing my class? • sense of the class variety, significant subgroups of students with similar characteristics, and exceptional individuals. • key factors that influence your planning and teaching of this learning segment.

  5. Academic Development • Consider students’ prior knowledge, key skills, developmental levels, and other special educational needs.(TPE 8)

  6. Language Development • Consider aspects of English language proficiency in conversational and academic language as well as in the students’ primary languages, if other than English. Describe the language development of your entire class, not just your English learners. (TPEs 7, 8)

  7. Social Development • Consider factors such as the students’ ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others. (TPE 8)

  8. Socio-economic and Cultural Context • Consider key factors such as cultural context, knowledge acquired outside of school, and home/community resources.

  9. Task 2. Planning in relationship • The learning segment • the central focus/big ideas, student content standards, and learning objectives for the Teaching Event? • consider various dimensions of knowledge that you expect your students to learn. • How does your knowledge of your students’ learning and development strengths and needs specifically connect to your planning for instruction and assessment?

  10. By Sunday Night Send an e-mail Answering the first prompt of Task 2: What is the central focus of the learning segment? Apart from being present in the school curriculum, student academic content standards, or ELD standards, why is the content of the learning segment important for your particular students to learn? (TPE 1)

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