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SSP SS Multiple Subject (2)

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SSP SS Multiple Subject (2)(2),2,88,2),(2

CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

    Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.

    Case Study 1: Subject-Specific and Developmentally Appropriate

    Pedagogy

A. Contextual Information for Case Study 1

    1. Elements of a Learning Experience in a Unit

    Grade: Third

    Content Area: Language Arts

    Subject Matter: Reading and writing

    Time Period for the Learning Experience: Two 30-minute sessions in two consecutive

    days

    State-adopted Academic Content Standards for Students

    Reading: Comprehension and Analysis of Grade-Level Appropriate Text

    2.5 Distinguish the main idea and supporting details in expository text

    Writing: Organization and Focus

    1.1 Create a single paragraph:

    a. Develop a topic sentence

    b. Include simple supporting facts and details

    Learning Goals for the Learning Experience

    Students will be able to do the following with a focus on reading and writing:

     Identify the main idea of an expository text

     Identify three supporting details from the expository text

     Summarize the expository text using the main idea and three supporting details in one paragraph

    Instructional Resources Available

     Age-appropriate expository text and writing journals

2. Class Description

    Students are in a self-contained third grade class. The school is located in a middle-level, socio-

    economic community. It is the middle of the academic year. Most of the students are eight years old.

    They particularly need opportunities to learn content in different ways and to revisit content. Many of

    the students enjoy the school environment and like to socialize with each other. Most of the students

    are active in after-school activities, including sports, clubs, tutoring, and other community activities,

    which leaves little time for homework.

3. Developmental Needs of the Students in Grade 3

     Experience a structured day

     Develop age-appropriate literacy skills

     Participate in hands-on experience

November 2009 Copyright ? 2009 by the California Commission on Teacher Credentialing. All rights reserved. 1

CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

     _____________________________________________

B. Questions for Case Study 1

    1. Given the contextual information for Case Study 1, think about a lesson you might use with these

    students that addresses the subject matter learning goals and the developmental needs of the

    students described. In the columns below describe:

    ; Instructional strategies

    ; Student activities

    ; Instructional resources

    Note: Instructional strategies are what the teacher does during instruction and student activities are

    what the students do during the lesson. Include how you would use the instructional resources

    as you describe your strategies and student activities.

    Instructional Strategies Student Activities

    2. Based on your knowledge of the subject-specific content and of student development, explain why

    the instructional strategies, student activities, and resources you listed in question 1:

     ; are appropriate for this class

     ; address the developmental needs

    of these students

     ; help these students make

    progress toward achieving the

    state-adopted academic content

    standards for students in this

    content area

     END OF CASE STUDY 1

November 2009 Copyright ? 2009 by the California Commission on Teacher Credentialing. All rights reserved. 2

CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

Case Study 2: Assessment Practices

A. Contextual Information for Case Study 2

1. Elements of a Learning Experience in a Unit

    Grade: Second

    Content Area: Mathematics

    Subject Matter: Money

    Time Period for Whole Unit: Three weeks

    State-adopted Academic Content Standards for Students

    Number Sense

    5.0 Students model and solve problems by representing, adding, and subtracting amounts of money.

    5.1 Solve problems using combinations of coins and bills

    Mathematical Reasoning

    1.0 Students make decisions about how to set up a problem.

    1.2 Use tools, such as manipulatives or sketches, to model problems

    Learning Goals for Whole Unit

    Students will be able to do the following:

     Identify and describe coins (pennies, nickels, dimes, quarters, half-dollar) and bills (one and five

    dollar)

     Add two or more coins of different values

     Identify multiple ways to show a specific amount

     Use coins and bills or sketches to model addition of two amounts

2. Teacher Reflection on Student Assessment for This Unit

    “I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a

    diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test, all of which

    came from the teacher’s guide. I feel, though, that I need additional information on what students really

    know and understand, their misconceptions, what they learned during the instruction, and their progress

    toward achieving the learning goals. I am looking for ways to improve my assessment plan so I can

    have a more complete understanding of how well these students learned the subject matter.”

November 2009 Copyright ? 2009 by the California Commission on Teacher Credentialing. All rights reserved. 3

    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

3. Assessment Plan

     Day 1 Day 6 Day 11 Day 15

    Goals Identify the value Add two or more Use coins and bills Identify multiple Assessed of coins and bills coins of different or sketches to ways to show a

    values model addition of specific amount

    two amounts

    Type Formal diagnostic Formal quiz from Formal quiz from Formal final

    test from the textbook; the textbook; chapter/unit exam

    curriculum guide; multiple choice; multiple choice; from textbook;

    multiple choice; formative formative multiple choice

    formative and fill in the

    blank; summative Purpose Assess previous Assess acquired Assess acquired Assess acquired

    knowledge and concepts and skills skills and concepts knowledge and

    skills skills from

    instructional unit Implemen-Individual Individual Individual Individual tation assessment; paper assessment; paper assessment; paper assessment; paper

    and pencil; teacher and pencil; teacher and pencil; teacher and pencil; teacher

    corrects with an corrects with an corrects with an corrects with an

    answer key answer key answer key answer key

    Feedback Tell students of Inform students of Inform students of Inform students of Strategies scores and inform correct and correct and correct and

     students of correct incorrect items incorrect items incorrect items

    and incorrect

    items

    Informing To determine what To determine who To determine who To determine the Instruction needs to be has learned the has learned the level of each

    reviewed and material presented material presented student’s

    where to begin achievement

    teaching toward the goals

     _____________________________________________

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

    B. Questions for Case Study 2

     1.a. Identify one strength in the

     assessment plan and explain

    why it is a strength in

    relation to the learning goals

    of the unit.

     1.b. Identify one weakness in the

     assessment plan and explain

    why it is a weakness in

    relation to the learning goals

    of the unit.

    2. Suppose you found the following additional assessment in a supplementary resource. Think

    about how the additional assessment could improve the teacher’s assessment plan.

    Additional Assessment

    Each student is given a box of plastic coins and bills. The box

    contains examples of each type of coin and bill. Students will use

    various coins and bills to demonstrate the sum of two given amounts.

    In addition, students will use coins and bills to show two different

    ways to make a given value.

Explain to the teacher how the assessment might be used to improve the plan by answering the

    following questions:

     2.a. When in the plan would you

    use the assessment?

     2.b. What goals would be assessed

    by the assessment?

     2.c. What type of assessment

    would it be?

     2.d. What would be the purpose of

    the assessment?

     2.e. How would you implement

    the assessment?

     2.f. What feedback strategies

    would you use?

     2.g. How would the results of the

    assessment inform

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CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

     instruction?

    3. Explain how using the additional assessment as you described in question 2 improves the

    teacher’s assessment plan and what specific information would be gained about what the

    students understand about the content area, their misconceptions, and their progress toward

    achieving the learning goals.

     END OF CASE STUDY 2

November 2009 Copyright ? 2009 by the California Commission on Teacher Credentialing. All rights reserved. 6

    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

    Case Study 3: Adaptation of Subject-Specific Pedagogy for English

    Learners

    A. Contextual Information for Case Study 3

    1. Elements of a Learning Experience for 2 Days in a Unit

    Grade: Fourth

    Content Area: Science

    Subject Matter: Earth Science

    Time Period for Whole Unit: Three weeks

State-adopted Academic Content Standards for Students

    Earth Science

    4. The properties and minerals reflect the processes that formed them. As a basis for understanding

    this concept, students know:

    a. how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their

    properties and methods of formation (the rock cycle)

    b. how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and

    hornblende) and ore minerals by using a table of diagnostic properties

    c. moving water erodes landforms, reshaping the land by taking it away from some places and

    depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and

    deposition)

Learning Goals for Whole Unit

    Students will be able to do the following with a focus on Earth science:

     Identify and classify igneous, sedimentary, and metamorphic rocks

     Use diagnostic properties to identify rock-forming minerals

     Define the following vocabulary: weathering, transport, and deposition

     Describe the process of erosion including weathering, transport, and deposition

Relationship to Preceding and Subsequent Learning Experiences

    Science-process skills are important investigation tools, and opportunities for developing them are provided throughout the unit. Some of the skills, such as observation and investigation, have been covered in other scientific units and will again be used in the next unit on ecosystems and living organisms.

    2. Outline of Plans for Days 1 and 2

    The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the two days.

Instructional Strategies

     On Day 1, students will be divided into small cooperative groups. Each group will be assigned one

    type of rock (igneous, sedimentary, or metamorphic). Groups will identify defining characteristics

    of their assigned rock using the science textbook, Internet, and supplementary library resources. On Day 2 students lead a discussion by presenting the defining characteristics of igneous,

    sedimentary, and metamorphic rocks. The whole class will create a chart listing the characteristics

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

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    of each type of rock. Cooperative groups will be given ten rocks to sort into categories based on

    their characteristics. Students will draw an appropriate picture and write a corresponding paragraph

    in their science journals about the characteristics of igneous, sedimentary, and metamorphic rocks.

Student Activities

     Read the textbook about rock characteristics. Use library resources, encyclopedias, or the Internet

    to research the characteristics of the assigned type of rock (igneous, sedimentary, or metamorphic). Participate in a group discussion. Groups generate a list of defining characteristics of the assigned

    type of rock.

     Groups share findings with the whole class. The class will generate a chart comparing their

    characteristics.

     Students will draw and write in individual science journals.

Progress Monitoring

     Teacher will use class discussions, oral presentations, journal writing, quizzes on scientific terms,

    and written test to determine level of learning.

     Students will receive written and oral feedback from the teacher and oral feedback from peers.

    3. Student Description

    Guillermo is a 10-year-old fourth-grade English learner. He is from Guatemala and lives with a single mother, three younger brothers, and a younger sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes aunts, uncles, and cousins. His grandparents live in Guatemala. Guillermo’s family immigrated to the United States

    three years ago. His oral Spanish is fluent, but he is unable to read or write in Spanish. Guillermo reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Guillermo is somewhat shy socially but is well liked and works well in small groups. He is seldom absent from school. The CELDT results indicate an overall score in the early intermediate range, and he has been identified as an English learner.

Student’s Written Response to: “What is your favorite family day?”

    A Special Family Celebration

    My grandparents have special celebration. They have married 45 year. My mother,

    my brothers and sister and me make long trip to Guatemala to celebrate. We carry a

    special gift it is a picture of all family. My tio, tia and primos going to. We like to

    visit our grandparents and especial celebration. Our family cooks special food of

    Guatemala for celebration. I remember we all had good time together. I miss my

    abuelita and abuelito. That is the name we say for grandparent in my country. The

    celebration is fun we see friends and play. My grandparents very happy. I want to

    stay in Guatemala but my Mom say we come back to America.

Transcript of Student’s Oral Response to: “Tell me about your soccer game.”

    I like to play soccer. Saturday I go to field to play with friends. We put uniform on

    for games. I play center field and goal. It is fun to hit ball. My brothers play. I like

    it.

     _____________________________________________

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

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    B. Questions for Case Study 3

     1. Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

     2.a. Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.

     2.b. Explain why the strategy or activity you chose could be challenging for the

    student. Use your knowledge of English learners and your analysis of the student’s learning needs in your

    explanation.

     3.a. Describe how you would adapt the

    strategy or activity you identified above to meet the learning needs of the student.

    Consider specific subject matter

    pedagogy when writing your description.

     3.b. Explain how your adaptation would be effective for the student in making progress toward the learning goals of the lesson. (In your explanation of the

    adaptation, refer to specific aspects of the

    student description and to the samples of proficiency in English.)

     3.c. Explain how your adaptation would be effective for the student in making progress toward English language

    development. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)

     4.a. Which progress monitoring assessment based on the lesson plan would you

    choose to monitor this student’s progress toward achieving the learning goal(s)?

     4.b. Give a rationale for your choice of progress monitoring assessment. Use your knowledge of content in this unit,

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Multiple Subject

    and this student’s English language

    abilities in your rationale.

     5. Based on what you learned about this

    student’s English proficiency, what would

    be your next steps in planning to facilitate

    his English language development?

    Consider specific information from the

    student description and his written and

    oral language samples when responding.

     END OF CASE STUDY 3

    November 2009 Copyright ? 2009 by the California Commission on Teacher Credentialing. All rights reserved. 10

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