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

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

3. 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

4. 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

5. Artifact 1 – Word Storm Worksheet
Retrieved from

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

7. 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

8. 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)

9. References
TPA Handbook retrieved from Marzano, R. (2011, May). Art and science of teaching/objectives that students understand. Educational Leadership – Schools, Families, Communities, Vol. 68, No. 8, pg