Engaging and Supporting Students in Learning Michael Bohannan National University Domain C

Table of Contents Engaging and Supporting Students in Learning Artifact: Word Storm Worksheet Artifact: Spelling Word List Artifact: Literature Review

Domain C TPE 4: Making Content Accessible Incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students Vary instructional strategies according to purpose, lesson content and student needs. Provide opportunities and adequate time for students to practice and apply what they have learned to real-world applications Distinguish between conversational and academic language, and develop student skills in using and understanding academic language When students do not understand content, they take additional steps to foster access and comprehension for all learners Deliver a comprehensive program of rigorous instruction that includes Reading, Writing, Speaking and Listening, and Language

Domain C TPE 5: Student Engagement Clearly communicate instructional objectives to students Ensure the active and equitable participation of all students Ensure that students understand what they are to do during instruction and monitor student progress toward academic goals Use community resources, student experiences, and applied learning activities to make instruction relevant Provide opportunities and adequate time for students to practice and apply what they have learned within real-world applications Provide students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools in the classroom Extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas

Artifact 1 – Word Storm Worksheet Retrieved from http://www.readwritethink.org/

Artifact 2: Spelling Word List Providing students with a clear objective – Spelling word lists

Artifact 3 - Literature Review Author: Robert Marzano Source: Educational Leadership/Schools, Families, Communities Title: Art and Science of Teaching / Objectives That Students Understand May 2011 Volume 68, No. 8, pages 86- 87

Literature Review Main Idea Supporting Evidence Clearly communicate instructional objectives to students Ensure that students understand what they are to do during instruction and monitor student progress toward academic goals “The teacher should help students understand what the objective requires of them and why it's important—how it fits into the broader standard. The lesson should end with a return to the objective.” (Marzano, 2010, p. 86) “The teacher might ask students to reflect on their progress in meeting the objective and to indicate content they're still having difficulty with.” (Marzano, 2010, p. 86) “Having students translate the instructional objective into their own words - This clarifies for students what the teacher expects them to know or be able to do.” (Marzano, 2010, p. 87)

References TPA Handbook retrieved from http://www.ctc.ca.gov/educator-prep/TPA-California-candidates.html Marzano, R. (2011, May). Art and science of teaching/objectives that students understand. Educational Leadership – Schools, Families, Communities, Vol. 68, No. 8, pg. 86-87.