1. The fieldwork experience in EDU 543 is designed to give candidates opportunities to observe and participate in theoretically based instructional practices in a diverse school population. Candidates are required to complete two hours of observation and one hour of teacher aiding experiences in both physical education and visual and performing arts. Information on schools with before /after school tutoring opportunities will be provided. Each candidate will submit a notebook/folder containing the observation reports and fieldwork activities to professor as well as post fieldwork in Live Text portfolio class section (add a new section in portfolio if it is not there)
2. All observation hours must be verified on the log of hours and a satisfactory report of performance must be submitted on the fieldwork evaluation forms before a grade for this class will be given.
3. This fieldwork is usually done in a public school. However, in this course a candidate can choose to do fieldwork in a private WASC or ACSI accredited school.
Log of Observation Hours Form: Candidates are to have their observation and teacher aiding hours verified on the CBU Observation Log form by the Field Supervisor.
Evaluation Form: Candidates are to have the Field Supervisors complete the CBU Field Supervisor Evaluation of Teacher Candidate form. One evaluation form completed by the Field Supervisor at each placement is sufficient.
Final Submission of Fieldwork: The observation forms and fieldwork activities will be submitted in a pocket folder with brads to hold the papers in order. Proper course documentation must be on the front of the pocket folder and a cover sheet inside with the course information and date.
· The Log of hours and the Evaluation forms are to be placed in the pocket of the folder and not in the brads because these two forms will eventually be placed in your professional file.
· An e-copy of the fieldwork activities must be attached in the EDU 543 Integrating Visual/Performing Arts and Physical Education into the Elementary Classroom section of your portfolio. The Log and Evaluation forms will be scanned into a PDF document and also attached in the EDU 543 section of your portfolio in Live Text.
PROFESSIONAL BEHAVIOR Please remember that this fieldwork is part of your professional preparation and provides a wide range of educational experiences among different age groups. It is important to keep professional behavior in mind as you begin your fieldwork.
The list below includes several points to keep in mind:
1. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism. Use only the bathrooms for adults/teachers …not those for students.
2. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).
3. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have no legal covering beyond classroom observations.
4. Be your BEST! Negative memories linger! You may be interviewing for a job in the future with the same professional educators you work with during this fieldwork experience.
Fieldwork Activity Information and Forms
Fieldwork Background Information:
Readings: You will be looking for information concerning instruction and assessment in each of the observation areas. In order to be fully prepared please read the appropriate Framework chapters for each content area.
Activities: Read the directions carefully and use the forms below to guide your responses. Where there is no form just type as a regular document.
Forms: There are three forms. The key is to take extensive notes during the observation so that you can use the information you have gathered to complete the post-observation activities.
TPEs: The full TPE document will be posted in Blackboard (or can be downloaded from the CA Ed. www site). Please bring a printed copy of the TPE document to your observation. As you are writing your observation notes include specific elements of the TPE that are appropriate for the information needed for completing your fieldwork tasks. Note TPEs 2,4,5,6,7,9,10 and select an element of three TPEs to discuss in your TPE Reflective Activity reports described in this packet.
TPAs: The TPAs are in your BB classes. Please download and begin to apply what you are learning in this fieldwork to answering the questions (especially concerning getting to know your students).
EDU 543 Lesson Plan Observation Reports (VAPA) This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make extra copies to accommodate the handwritten reports.
Name: Daniel McCloud Date: 5/28-30/2013
School Frank Augustus Miller Middle School Grade: 8th Grade Teacher: Mrs. Dyer
Standards: 2.2 (Creative Expression)
Perform character based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning
Integration with other content areas: (ex. PE Framework p. 204)
This could be integrated with ELA because of standards 2.5 for 8th grade:
2.0 Speaking Applications (Genres and Their Characteristics)-
2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning
Instructional/Assessment Strategies: What did the teacher do? List
Day 1
1. Explains to students that they will work on practicing their different Shakespeare plays
2. Explains that they are to work individually on memorizing their lines
3. Gives students time to work on lines
4. Tells students to work on lines in small groups
5. Gives students 15 minutes to do so
6. Tells students that they will now perform their skits in front of the class
7. Explains to students that they will not talk while others are performing
8. Provides suggestions in between skits
Day 2
1. Explains to students that they will be performing their skits and that they will be filmed next week
2. Explained that they would be going outside to practice skits on the stage
3. Explained that all students will be practicing
4. Walked around and critiqued students as they were practicing their skits
5. Gave advice on what would make each skit better
6. Reminded students of skills that they practiced during the year that would enhance their skit
7. Reminded students to be quiet while walking back to the classroom.
Day 3
1. Talk about what it is like to be an audience
2. Symbiotic relationship
3. Directions on how to walk out to the stage
4. Explains what students are to do while they are preparing to perform for final taping.
5. Help students put costumes together
6. Teacher videotaped three skits as students performed
7. Teacher would remind students to be quiet and to be a good audience
8. Reminded students to be quiet while walking back to the classroom
9. Explains appreciation for hard work
10. Explains how well students did
11. Reminds students that people that do not have their lines memorized make the audience feel uncomfortable and that they think the actor does not know what he/she is doing
12. Reminds them of the importance of theatre is live and how that is one of the reasons that people enjoy theatre
Student Activities: What did the students do? List
Day 1
1. Students came in and listened to directions
2. They individually worked on learning their lines
3. Then students practiced their lines with partners or small groups depending on their skit
4. They performed skits with scripts if needed in front of class
5. Listened and observed other students when they performed their skits
6. Listened to suggestions from teacher and made adjustments where necessary
Day 2
1. Students listened to directions
2. Practiced skits in their small groups outside as if they were being assessed.
3. Listened to suggestions given by teacher and made adjustments when necessary
4. Added elements that they learned throughout the year by giving each other advice
Day 3
1. Listened to directions
2. Walked to stage to participate and view other skits
3. Dressed in costumes to prepare for skits
4. Performed their skits in front of teacher and class with videotape
5. Other students listened very quietly to make sure that they understood what was going on in the skit.
6. Listened to teacher as she praised them for the hard work that they did
Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)
The strategy that the teacher used for students to understand what was expected for the day was important because students really worked on their own for the duration of the period. She would explain at the beginning of the class what was expected of the students and what they were supposed to have accomplished by the end of the period. This way students new exactly what they were supposed to be doing and what they needed to have completed by the end in order to stay on pace with the class. Students were watched closely and this is good for students because they regularly become distracted while others in their group are practicing their parts. The teacher would also give students tips and advice on how to better complete their skits. This was good for these students because their skits would continue to develop into more what is expected of them by the teacher. Teacher has students perform actual skits in front of class with costume which allows them to creatively express themselves via acting. They are required to know the theatre vocabulary and this allows them to appreciate what is taking place while other students are performing their skits. The teacher explained that the joy of theatre is that it is a live production and this is important to students appreciation of what is taking place.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
If I were working on this lesson I might change the content to be more focused on American History so that it aligns with the content standards and framework that has to do with American History. I might have students create skits that represent the assassination of Abraham Lincoln or on the signing of the Mayflower Compact. This would
provide a rich historical context for students. It allows them to look at a culture through the lens of a particular time and place and introduces them to other cultures through theatrical activities in which world dramatic literature, folklore, personal histories, film, video, electronic media, and puppetry are used. Informing and inspiring students, theatrical activities will help them discover the wide spectrum of theatrical forms. Theatre itself is an important part of culture and history. Through its study students gain a greater understanding of the role theatre has played and continues to play in society. By learning the history of dramatic literature, technology, architecture, acting styles, and theatre conventions that have developed into 4 contemporary world theatre, they gain a broader perspective from which to create their own works. (Framework, pp. 147-148)
This would also be the way that I would integrate this type of lesson in my U.S. History class. I would have to change the content to surround one of the key standards to ensure that it was appropriate for my class.
EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE) This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make extra copies to accommodate the handwritten reports.
Name: Daniel McCloud
Date: 5-30, 6-3, 6-4-2013
School Frank Augustus Miller Middle School Grade: 8th Grade Teacher: Mr. Jose Mejia
Standards: 1.3 Demonstrate basic offensive and defensive skills and strategies in team physical activities.
Integration with other content areas: (ex. PE Framework p. 204) Integration with science classes in that there were connections made with what muscles were being used. Students were expected to name a muscle that they were stretching during the warm-up and cool-down stretches.
Instructional/Assessment Strategies: What did the teacher do? List
Day 1
1. Teacher had students line up on their numbers that were painted on the blacktop.
2. Explained to students that they would be playing softball today.
3. Took role of students and made sure students were dressed out for P.E.
4. Led students in a variety of stretches.
5. Asked students questions in regards to what muscles they were stretching, while they were stretching.
6. Explained to students that they would be on the same teams that they had been on for the last 3 days.
7. Explained what teams would be playing against each other.
8. Released 2 teams at a time to allow for them to get their equipment in an orderly fashion.
9. Released all students to their designated fields.
10. Walked around the fields and gave pointers when necessary.
11. Spent time with individual students who needed extra help.
12. Continued watching students to ensure all were participating and were doing so in a safe manner.
13. Blew whistle to let students know when they were supposed to change sides, meaning a change from offense to defense.
14. After about 35 minutes of playing he blew the whistle to have students come back to their numbers on the asphalt. They also new to bring their equipment with them.
15. He took note of what teams won to continue with the overall standings.
16. Released students to go change in the locker rooms.
17. Released students to lunch when the bell rang.
Day 2
1. Teacher had students line up on their numbers that were painted on the blacktop.
2. Explained to students that they would be playing softball today.
3. Took role of students and made sure students were dressed out for P.E.
4. Led students in a variety of stretches.
5. Asked students questions in regards to what muscles they were stretching, while they were stretching.
6. Explained to students that they would be on the same teams that they had been on for the last 4 days.
7. Explained what teams would be playing against each other.
8. Released 2 teams at a time to allow for them to get their equipment in an orderly fashion.
9. Released all students to their designated fields.
10. Walked around the fields and gave pointers when necessary.
11. Spent time with individual students who needed extra help.
12. Continued watching students to ensure all were participating and were doing so in a safe manner.
13. Blew whistle to let students know when they were supposed to change sides, meaning a change from offense to defense.
14. After about 35 minutes of playing he blew the whistle to have students come back to their numbers on the asphalt. They also new to bring their equipment with them.
15. He took note of what teams won to continue with the overall standings.
16. Released students to go change in the locker rooms.
17. Released students to lunch when the bell rang.
Day 3
1. Teacher had students line up on their numbers that were painted on the blacktop.
2. Explained to students that they would be playing softball today.
3. Took role of students and made sure students were dressed out for P.E.
4. Led students in a variety of stretches.
5. Asked students questions in regards to what muscles they were stretching, while they were stretching.
6. Explained to students that they would be on the same teams that they had been on for the last 5 days.
7. Explained what teams would be playing against each other.
8. Released 2 teams at a time to allow for them to get their equipment in an orderly fashion.
9. Released all students to their designated fields.
10. Walked around the fields and gave pointers when necessary.
11. Spent time with individual students who needed extra help.
12. Continued watching students to ensure all were participating and were doing so in a safe manner.
13. Blew whistle to let students know when they were supposed to change sides, meaning a change from offense to defense.
14. After about 35 minutes of playing he blew the whistle to have students come back to their numbers on the asphalt. They also new to bring their equipment with them.
15. He took note of what teams won to continue with the overall standings.
16. Released students to go change in the locker rooms.
17. Released students to lunch when the bell rang.
Student Activities: What did the students do? List
Day 1
1. Students came to the locker room and changed into their P.E. clothes.
2. They lined up on their numbers in order to be present and on time for class.
3. They listened to instruction of what was to be done for the day.
4. Completed a variety of stretches to make sure that they were warmed up for the day’s activities.
5. Answered the teacher’s questions when they were asked what muscles they were using for certain stretches.
6. Listened to what teams they would be on and who they would be playing against.
7. Students grabbed their equipment and then went to the fields that they were designated to.
8. Students went to their designated positions of either the offensive or defensive side.
9. Began playing the game. The batting line up was designated to a boy-girl-boy-girl order.
10. Students played with innings that were determined by the teacher. When the teacher blew the whistle the students would shift from defense to offense.
11. Students continued playing the game until the teacher blew the final whistle.
12. When final whistle was blown the students grabbed their equipment and headed to their numbers again.
13. Students reported to the teacher the results of the game and then they were released to go and change in the locker rooms.
14. Once students were changed they lined up outside of the locker rooms and waited to be released for lunch.
Day 2
1. Students came to the locker room and changed into their P.E. clothes.
2. They lined up on their numbers in order to be present and on time for class.
3. They listened to instruction of what was to be done for the day.
4. Completed a variety of stretches to make sure that they were warmed up for the day’s activities.
5. Answered the teacher’s questions when they were asked what muscles they were using for certain stretches.
6. Listened to what teams they would be on and who they would be playing against.
7. Students grabbed their equipment and then went to the fields that they were designated to.
8. Students went to their designated positions of either the offensive or defensive side.
9. Began playing the game. The batting line up was designated to a boy-girl-boy-girl order.
10. Students played with innings that were determined by the teacher. When the teacher blew the whistle the students would shift from defense to offense.
11. Students continued playing the game until the teacher blew the final whistle.
12. When final whistle was blown the students grabbed their equipment and headed to their numbers again.
13. Students reported to the teacher the results of the game and then they were released to go and change in the locker rooms.
14. Once students were changed they lined up outside of the locker rooms and waited to be released for lunch.
Day 3
1. Students came to the locker room and changed into their P.E. clothes.
2. They lined up on their numbers in order to be present and on time for class.
3. They listened to instruction of what was to be done for the day.
4. Completed a variety of stretches to make sure that they were warmed up for the day’s activities.
5. Answered the teacher’s questions when they were asked what muscles they were using for certain stretches.
6. Listened to what teams they would be on and who they would be playing against.
7. Students grabbed their equipment and then went to the fields that they were designated to.
8. Students went to their designated positions of either the offensive or defensive side.
9. Began playing the game. The batting line up was designated to a boy-girl-boy-girl order.
10. Students played with innings that were determined by the teacher. When the teacher blew the whistle the students would shift from defense to offense.
11. Students continued playing the game until the teacher blew the final whistle.
12. When final whistle was blown the students grabbed their equipment and headed to their numbers again.
13. Students reported to the teacher the results of the game and then they were released to go and change in the locker rooms.
14. Once students were changed they lined up outside of the locker rooms and waited to be released for lunch.
Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)
It is important for teachers to implement a system that is very routine for students to ensure that they know what to expect and to ensure that safety standards are implemented and expected by students. This type of routine also helps teachers to save large amounts of time. Students are at an age where this is developmentally appropriate.
According to the framework, students should be able to develop in their understanding of offensive and defensive strategies and this is the rational for this activity. They are developing in the specialized skills while playing this game, but they are also really develop in their use of offensive and defensive strategies while in play. Students are required to strategize with their team because the goal is to score the most points in a short amount of times. Students also are working on both defense and offense strategies because they have equal amounts of time with each side. The teacher has developed a system where the students play defense for a while then the teacher blows the whistle and the students switch sides, and this allows for students to develop on both sides of the 1st standard for 8th grade from the framework.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
I would have students rotate positions when playing defense so that students where learning a variety of defensive strategies rather than one position. The way that this system is set up currently allows for students to focus on one specialized skill that is required for the position that they are playing. However, if students were working on a variety of positions then they would be more likely to develop in a variety of skills for a variety of positions.
TPE 3: Interpretation and Use of Assessments Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students 'needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.
Candidates understand how to familiarize students with the format of standardized tests. They know how to appropriately administer standardized tests, including when to make accommodations for students with special needs. They know how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction. Candidates interpret assessment data to identify the level of proficiency of English language learners in English as well as in the students’ primary language. They give students specific, timely feedback on their learning, and maintain accurate records summarizing student achievement. They are able to explain, to students and to their families, student academic and behavioral strengths, areas for academic growth, promotion and retention policies, and how a grade or progress report is derived. Candidates can clearly explain to families how to help students achieve the curriculum.
TPE 7: Teaching English Learners Candidates for a Teaching Credential know and can apply pedagogical theories, principles and instructional practices for comprehensive instruction of English Learners. They know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive literacy in English. They are familiar with the philosophy, design, goals and characteristics of programs for English language development, including structured English immersion. They implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers. They draw upon information about students’ backgrounds and prior learning, including students' assessed levels of literacy in English and their first languages, as well as their proficiency in English, to provide instruction differentiated to students’ language abilities. They understand how and when to collaborate with specialists and para-educators to support English language development. Based on appropriate assessment information, candidates select instructional materials and strategies, including activities in the area of visual and performing arts, to develop students’ abilities to comprehend and produce English. They use English that extends students’ current level of development yet is still comprehensible. They know how to analyze student errors in oral and written language in order to understand how to plan differentiated instruction. Candidates for a Teaching Credential know and apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. They use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. They allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books.[1] They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit.
TPE Reflective Activity for PE Fieldwork (Must be completed on computer.)
Note TPEs 3 and 7 select an element and discuss your development in areas of knowledge, skills and ability. This reflection must be detailed and comprehensive (i.e., clearly substantiate each point with specific activities you completed during your fieldwork experience). This form will expand to accommodate your thinking.
Element from TPE 3 (Include exact words from TPE element that you are selecting to discuss in each TPE element throughout this report.)
Knowledge (unique features related to pedagogy)
The 3rd TPE has been designed to help teachers in their understanding of how to assess student learning. The actual text says Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction.” I know what it means to assess a student in this type of setting. I have learned a practical way to assess students on the fly with an informal assessment.
Skills (designing instruction/assessment)
I can create an assessment to quickly determine if a student has gained the necessary skills to be considered proficient in a state standard. I also know that students need to be assessed frequently and this is why I have practiced the development of assessments to fit the state standards. I can create these assessments to determine if students have attained the necessary skills or knowledge that is required of a state standard.
Abilities (delivering instruction/assessment)
I have developed in my understanding of what it means to informally assess students’ skills or understanding/knowledge. I can do this with asking simple questions or watching students attempt to perform certain skills. I can do this on the fly to help students better understand what they are supposed to do/know. I can provide slight adjustments to what students are doing in order to help them master what it is that they are expected to master.
Element from TPE 7
Knowledge (unique features related to pedagogy)
I have learned that it is important to make the information as available as possible to English learners because it is more likely for a student to learn something when it has been made more easily accessible. TPE 7 states “They know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive literacy in English.” I have learned that it is important to start with basic things like vocabulary nd images. This way ELs have the information that they need to start a foundation. This foundation can then be built upon and it would eventually lead to a student learning comprehensive English.
Skills (designing instruction/assessment)
I have learned that I must plan according the individual students needs, especially those that are ELs. Students must have individualized instruction to ensure that the material meets the needs of the individual students. Some ELs are at a lower level while others might not need things simplified. When planning it is also important to start with looking at what students already know. Once the teacher knows what the student already knows then they will be able to build off of the information that has formed the foundation.
Abilities (delivering instruction/assessment)
I have learned that the teacher must make the information simple for students that are ELs. When teaching it is important to adjust their assignments so that they have a greater chance of learning the skill, but it may have to be accompanied by vocabulary and its translation or another simplified form of information. It is also important to communicate with these students verbally so that they become more familiar with the spoken language. Also, teachers should use students in the class that speak both languages as an aid. It will prove to be beneficial to the EL, the teacher, and the student themselves because now the student understands the information so well that they are teaching it to another student.
In relationship to your comments concerning the above TPEs identify a strength you possess in this content area.
I believe that I am strong in the area of assessing students quickly and informally. I am able to do this often with the use of questions, assignments, or simply looking at students’ facial expressions to see if they understand what is being taught.
In relationship to your comments concerning the above TPEs identify an area for personal growth.
I need to grow in the way that I teach English Learners. I need to make more of an effort in planning for students who are ELs and making sure to differentiate in the assignments that I provide for them.
TPE Reflective Activity for Visual and Performing Arts Fieldwork (Completed on computer)
Note TPEs 4 and 9 select an element and discuss your development in areas of knowledge, skills and ability. This reflection must be detailed and comprehensive (i.e., clearly substantiate each point with specific activities you completed during your fieldwork experience). This form will expand to accommodate your thinking.
Element from TPE 4
Knowledge (unique features related to pedagogy)
In this TPE it requires that teachers start with the standards that have been implemented by the state of California. This is important to the VAPA because it requires that teachers stay focused on what is required. Teachers need to know the standards before being able to properly implement the VAPA standards and these can be located online and in the frameworks.
Skills (designing instruction/assessment)
In designing instruction I am able to look at the VAPA standards and build my assessment based off of this. Then my lesson planning will follow the development of the assessment. This is done on purpose so that I am able to realistically assess what the standard is requiring that I teach.
Abilities (delivering instruction/assessment)
In delivering instruction I make sure to explain the standard of the VAPA content and this is done in the reading of the objective. This ensures that all students understand what is being asked of them and they also know what they will have accomplished by the end of the period.
Element from TPE 9
Knowledge (unique features related to pedagogy)
It is understood that VAPA lessons need to have differentiated instruction for students of differing ability levels. This is important because it allows these students to equally access the material that is taught. This may come in a variety of formats depending on what students need differentiation.
Skills (designing instruction/assessment)
I differentiate VAPA lessons for the students that need differentiation based on IEPs or CELDT levels. This allows students to learn with the rest of the class. I make sure that these students know what I expect of them without pointing these differentiations to the rest of the class.
Abilities (delivering instruction/assessment)
I inconspicuously make sure that students receive assignments/objectives that will meet their needed differentiation. I make sure that if students need me to perform task or explain in unique ways that those adaptations are met. Students are given various differentiations in terms of how to complete lessons or access material.
In relationship to your comments concerning the above TPEs identify a strength you possess in this content area.
I possess the strength of developing lesson plans that are focused on the content standards. This is something that I have been able to develop in through my years of practice. I make sure to always start with the standards and then move forward with planning assessments and lastly lessons. The VAPA standards are easy to access and they are easy to implement with creativity and planning.
In relationship to your comments concerning the above TPEs identify an area for personal growth.
I have grown in my ability to make accommodations for those that need differentiated instruction. I have bettered myself in understanding how to make connections for students that have varying CELDT levels which makes accessing information much easier for these students. I have been able to learn certain practices that can be implemented for these students of varying levels, and they are very simple changes that do not require a multitude of changes or extreme amounts of time.
EDU 543 Teacher Aiding /Fieldwork Activities
List and provide a brief explanation/description of your Teacher Aiding types of activities that you may have engaged in during your fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those activities dealing directly with students should be included.
Examples: -Teach all/part of a lesson prepared/supervised by Field Supervisor -Prepare materials for a lesson taught by Field Supervisor -Work with a small group on developing particular skills
Teacher Aiding Activity Type
Grade level Teacher/School
Description of Activity
Suggestions on what good public speaking strategies
8th Miller Middle School VAPA
I was able to give suggestions to students while they were performing on what they needed to do in order to fine tune their skits. Many students where speaking very quietly or not facing the audience. I was able to give small bits of advice while they performed for the class and while they were working in groups.
Suggestions on how to hit a softball
8th Miller Middle School PE
I gave students advice when it was needed on how to hit a softball. Many students would stand straight and not prepare themselves for the incoming softball. I showed them that knees are to be bent and that arms should be positioned in a fashion that would prepare them to hit the ball. I worked with these students for about 1 hour during the games that were being played. This was in preparation for the competitive games that would come later on.
Getting to know your students
First: Read TPA 1 and 2 and look for case studies and the types of information they gathered or expected you use. Work backwards and unpack the elements needed for sufficient and detailed information needed.
Next Practice: Use the sample below to practice gathering information.
Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and provide a source (person) you could ask to get this information.
Chan is a 10-year-oldfourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown cousins and his grandparents. Chan’s family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?
Who would you ask? Or what source would you check?
2. What grade is Chan in?
Student Online File
3 What is his native language?
Student Online File
4 Where is he from?
Student Online File or interest inventory
5 Who does he live with?
Interest inventory
6 Where does his mother work?
Interest Inventory
7 Who watches him after school?
Student Online File or interest inventory
8 What does his extended family look like?
Student Online File or interest inventory
9 When and how did he move here?
Student Online File or interest inventory
10 What language does he speak at home?
Student Online File or interest inventory Next: Do the following.
Use this method and describe a student you have observed during your fieldwork observation time. Use the questions you generated above and now describe a student in your observation class.
Describe ELD student (or other student with a different learning challenge).
Question 1: How old is John?
Who would you ask? Or what source would you check?
2. What grade is John in?
Student Online File- 13
3 What is his native language?
Student Online File- English
4 Where is he from?
Student Online File or interest inventory- Riverside
Student Online File or interest inventory- Lived here since birth
10 What language does he speak at home?
Student Online File or interest inventory- English
Finally: Help yourself become proficient at this task.
Download several Interest Surveys: Google interest surveysfor elementary students and get ideas. Arts and PE are great areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area lessons.
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with this section of the fieldwork:
PE Interest Inventory
What is your name?
How old are you?
What is your favorite sport?
Do you play sports competitively? If so, what sports?
If you do not play sports what sport would you like to get better at?
How competitive are you?
How many minutes of physical activity do you participate in on any given day?
Where are you from?
Who do you live with?
Where does your mother work?
Who watches you after school?
What does your extended family look like?
When and how did you move here?
What language do you speak at home?
VAPA Interest Inventory
What is your name?
How old are you?
What kinds of art would you like to learn more about?
What is your favorite kind of:
Music?
Play?
TV Show?
Movie?
Art?
Dance?
Have you ever been in a play?
Do you play any instruments?
If you became a professional artist what kind of art would you like to create?
Where are you from?
Who do you live with?
Where does your mother work?
Who watches you after school?
What does your extended family look like?
When and how did you move here?
What language do you speak at home?
C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible Candidates for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students' current level of achievement. They vary instructional strategies according to purpose and lesson content. To meet student academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology. They provide opportunities and adequate time for students to practice and apply what they have learned. They distinguish between conversational and academic language, and develop student skills in using and understanding academic language. They teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. They model active listening in the classroom. Candidates encourage student creativity and imagination. They motivate students and encourage student effort. When students do not understand content, they take additional steps to foster access and comprehension for all learners. Candidates balance instruction by adjusting lesson designs relative to students’ current level of achievement.
TPE 9: Instructional Planning
Candidates understand how cognitive, pedagogical and individual factors affect students’ language acquisition. They take these factors into account in planning instruction. Candidates for a Teaching Credential plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. They establish clear long-term and short-term goals for student learning, based on state and local standards for student achievement as well as on students’ current levels of achievement. They use explicit teaching methods such as direct instruction and inquiry to help students meet or exceed grade level expectations. They plan how to explain content clearly and make abstract concepts concrete and meaningful. They understand the purposes, strengths and limitations of a variety of instructional strategies, including examining student work, and they improve their successive uses of the strategies based on experience and reflection. They sequence instruction so the content to be taught connects to preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs. Candidates connect the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs to ensure that instruction is comprehensible and meaningful. To accommodate varied student needs, they plan differentiated instruction. When support personnel, such as aides and volunteers are available, they plan how to use them to help students reach instructional goals.
[1] Teachers are not expected to speak the students’ primary language, unless they hold an appropriate credential and teach in a bilingual classroom. The expectation is that they understand how to use available resources in the primary language, including students’ primary language skills, to support their learning of English and curriculum content.