Planning Instruction and Designing Learning Experiences for Students Michael Bohannan National University Domain D

Table of Contents Planning instruction and Designing Learning Experiences for Students Artifact: Questionnaire – Get to Know Students Artifact: Scavenger Hunt Game Artifact: Literature Review

Domain D TPE 8: Learning About Students Understand of patterns of child and adolescent development Assess students’ prior mastery of academic language abilities, content knowledge, and skills, and maximize learning opportunities for all students Knowledgeable about students’ community contexts and socio-economic, culture and language backgrounds Understand that gender and health can influence students’ behavior and understand the connections between students’ health and their ability to learn Identify students who need specialized instruction

Domain D TPE 9: Instructional Planning Plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards Establish clear long and short term goals for learning based on students’ current levels of achievement Plan appropriate assessments to monitor and evaluate student learning Use varied teaching methods to help students meet or exceed grade level expectations select or adapt instructional strategies, grouping strategies, instructional materials, media and technology to meet student learning goals. Develop relevant, differentiated instructional plans by connecting the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs Understand how to manage the appropriate use of support personnel

Artifact 1 – Getting to know your students questionnaire

Artifact 2: Scavenger Hunt Game

Artifact 3 - Literature Review Authors: Patrick Parrish & Jennifer A. Linder-VanBerschot Source: The International Review of Research in Open and Distance Learning Title: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction May 2010 Volume 11, No. 2, pages 28-32

Literature Review Main Idea Supporting Evidence Knowledgeable about students’ community contexts and socio-economic, culture and language backgrounds Develop relevant, differentiated instructional plans by connecting the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs “In multicultural settings, in particular, this leads to the conundrum posed in the first section that educators must take responsibility to both acculturate students and in the process avoid cultural bias that could impede instructional goals.” (Parrish/Linder-VanBerschot) “Of course, educators must also become more aware of the cultural biases embedded in their own teaching and instructional designs, including the selection of instructional activities, their presentation styles (including both verbal and non-verbal communications), and their expectations of students.” (Parrish/Linder-VanBerschot)

Literature Review Main Idea Supporting Evidence Knowledgeable about students’ community contexts and socio-economic, culture and language backgrounds Develop relevant, differentiated instructional plans by connecting the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs “In multicultural settings, in particular, this leads to the conundrum posed in the first section that educators must take responsibility to both acculturate students and in the process avoid cultural bias that could impede instructional goals.” (Parrish/Linder-VanBerschot) “Of course, educators must also become more aware of the cultural biases embedded in their own teaching and instructional designs, including the selection of instructional activities, their presentation styles (including both verbal and non-verbal communications), and their expectations of students.” (Parrish/Linder-VanBerschot)

References TPA Handbook retrieved from http://www.ctc.ca.gov/educator-prep/TPA-California-candidates.html Parrish, P. & Linder-VanBerschot, J. (May 2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. International Review of Research in Open and Distance Learning, 11(02).