Re-Engaging Students for Success by Velsor Kathleen G.;

Author:Velsor, Kathleen G.; [Velsor, Kathleen G.]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2015-08-15T00:00:00+00:00

Figure 4.1. Shouting at Students Does Not Change the Instruction.

How Does Data Drive the Next Learning Segment?

In the edTPA the candidate needs to identify tasks that produce student work samples. The student work samples are the benchmarks for accomplishing each task. The final work sample is the outcome of instruction and should achieve the stated goal of the common core standard. For the edTPA, the candidate must present and critique a final work sample from three different students from one of the math lessons. This is discussed in chapter 5.

The outcome for all students in this standard grade 3 section A1 in geometry is to

CCSS.MATH.CONTENT.3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides) and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

The standard begins with the word “understand.” Reviewing figure 2.3, this means that students construct meaning from oral, graphic, or written messages. Students can explain, summarize, generalize, interpret, infer, paraphrase, and classify. This can be accomplished through a report, illustration, matching chart, demonstration, and dramatization. The outcome of our unit will be to illustrate six quadrilaterals and label each one according to the types of intersecting lines.

If the first lesson in the learning segment in the math unit is about quadrilaterals, the unit questions could be “What are quadrilaterals?” and “How are they the same and how are they different?” The first lesson should address key words (academic language) that the students need to remember before they study the quadrilateral family: students will need to remember concepts from a previous unit on intersecting lines. Without this knowledge, they will not be able to explain the similarities and differences among the quadrilaterals.5

After the students have demonstrated that they remember these terms, they then can explain different quadrilaterals using those terms. The standard asks that the students recognize and draw examples of rectangles, squares, rhombuses, parallelograms, trapezoids, and kites.

Each drawing should be labeled with the terms.

The Learning Segment: What are quadrilaterals? How are they the same and how are they different?

Lesson 1: Reviewing different types of lines

Lesson 2: What makes a quadrilateral?

Lesson 3: Reengagement lesson on quadrilaterals

Lesson 4: What is a parallelogram?

Under the section titled “math overview” on the edTPA, the candidate is asked to

Briefly describe the instruction preceding the assessment by typing within the brackets in each section of the chart below (no more than two single-spaced pages). Do not delete or alter the chart; both the chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.6

In each learning segment, the edTPA requires a statement of the central focus: “The focus of this learning segment will be to illustrate six quadrilaterals and to label each one according to the types of intersecting lines.

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