TPA Objectives. TPA Expectation. The candidate develops learning objectives that logically lead to the goals of the sequence. These objectives are clearly written, appropriate for the developmental level of the students, and are aligned with content area standards. The Task.
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Complete the tables that explain your . . .
Remember that your TPA sequence is only 3-5 lessons and may be part of a larger unit with a larger set of goals. This is understandable and acceptable. Make sure you make this clear to the reader. It is possible that your goals can also be expressed as “essential questions.”
Essential questions, like goals, are
questions that frame larger ideas,
or a pulling together of concepts
measured in objectives.
Select objectives that have a varied level of cognitive or skill difficulty. A single concept might have several objectives at progressively more difficult levels of complexity.
This seems like a given, because most the time it is a single student. However it could be a small group, large group, a team, a musical ensemble, etc.
The student will . . .
The chorus section will . . .
A team of four students will . . .
Clearly state what you expect the
student to do.
”The student will label the parts of a leaf”
Note: Some US prefer you begin your objective with the verb and leave off “The Student will.” Some prefer “I Can” statements instead of “The Student will.” Check with your US.
C: The Conditions skill difficulty.
Under what conditions will the
students demonstrate the behavior?
“Given a list of Presidents, I can arrange them in chronological order of their presidency. “
D: Degree skill difficulty.
TPA Objectives Presentation prepared for the Morehead State University ESU by
Tanya Bromley, Adjunct
Dr. Dale Bazaan “Writing Objectives”
Sample TPA Objectives Assignment MSU/ESU resource page
Bloom’s Verbs and Assessment: St. Edwards University for Teaching Excellence 2001
Kentucky Core Content Standards: Kentucky Department of Education