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Introduction edTPA INTERDISCIPLINARY MODULE SERIES Teaching for Learning (Module 1 ) The module will be piloted in HIED 4319 – fall 2013 as An instructional support tool Data that aligns with pilot implementation edTPA MIDG Spring 2013 Results Content Area # Rubric 1 Rubric 3 Rubric 5

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edtpa task 1 support module

Introduction

  • edTPA INTERDISCIPLINARY MODULE SERIES
  • Teaching for Learning(Module 1)
  • The module will be piloted in HIED 4319 – fall 2013 as An instructional support tool
  • Data that aligns with pilot implementation
  • edTPA MIDG Spring 2013 Results
  • Content Area # Rubric 1 Rubric 3 Rubric 5
  • SCIE 5 4.00 4.00 4.00
  • MATH 13 3.85 3.23 3.92
  • HSS 10 3.60 3.20 3.60
  • ELA 10 3.70 3.80 3.60
  • Formative Assessment of pilot will occur end of Senior I
  • Summative Assessment of pilot will occur end of Senior II
  • The purpose of the TPA Interdisciplinary Module presented here is to help undergraduate teacher education students prepare for and successfully pass the edTPA. The rationale for the module is that gaining informal perspectives and skills based on interdisciplinary research that complements traditional teacher education programs will facilitate student edTPA performance. The module is one of six that is based on consensus research on instructional development that reflects a combination of instructional systems design (ISD), cognitive science research, and applied learning theory principles directly applicable to the edTPA task. The module series presents perspectives and strategies in support of the three to five-lesson edTPA instructional sequence students must plan and implement in authentic 6-9 classrooms

edTPA: Task 1Support Module

Module Overview

This module consists of strategies that emphasize three elements: (a) lesson planning, (b) lesson design, and (c) lesson implementation. The planning element addresses the question of how to identify what should be taught to obtain a specified learning outcome. The design element addresses the question of how to refine the preliminary sequence of what is to be taught. The implementation element addresses the question of how to incorporate key features of effective teaching of a multi-day lesson. All of these elements must be addressed effectively if desired achievement outcomes will result from a 3-5-lesson edTPA instructional sequence or longer units of instruction related to the required subject area central focus. Specifically, Module 1components supports and strengthens teacher candidates preparation of edTPA Planning Commentary prompts 1, 3, & 5 (Planning for Instruction, Using Knowledge of Students to Inform Instruction, and Planning Assessments to Monitor and Support Student Learning).

Mike Vitale

Mark L’Esperance

College of Education

East Carolina University

Planning Rubrics

Rubric 1:

How do the candidate’s plans build young adolescents’ understandings of facts, concepts, and interpretations or analyses to build and support arguments about historical events, a topic/theme, or social studies phenomenon?

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

How does the candidate use knowledge of his/her students to justify instructional plans?

Rubric 5: Planning Assessments to Monitor and Support Student Learning

How are the informal and formal assessments selected or designed to monitor young adolescents’ progress toward understanding and use of facts, concepts, and interpretations or analyses to build arguments?