EdTPA flashcards

Question 1

academic language

Answer 1

Oral and written language used for academic purposes.

Ex. specific vocabulary, grammar and punctuation

Question 2

aligned

Answer 2

Consistently addressing the same/similar learning outcomes for students.

For example: aligning components (learning objectives, assessments, instructional strategies for a course

Question 3

artifacts

Answer 3

Authentic work completed by you and your students.

For example: lesson plans, copies of instructional and assessment, classwork, interventions, video clips of a teacher teaching, materials

Question 4

assessment (formal and informal)

Answer 4

activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities

Ex.: Informal assessments: student questions and responses during instruction and teacher observations of students as they work or perform.

Formal assessments: quizzes, homework assignments, journals, projects, and performance tasks.

Question 5

Assets

Answer 5

Knowledge of students

Ex,
personal -
Cultural -
Community -

Question 6

central focus

Answer 6

information that you want students to develop within the learning segment.

Ex.: retelling, summary of a story, decoding, writing paragraphs

Question 7

commentary

Answer 7

information submitted as part of each task and, along with artifacts, make up your evidence.

Ex, video clips

Question 8

engaging students in learning

Answer 8

Using instructional and motivational strategies that promote students’ active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives.

Ex,: center time, participating in group discussions

Question 9

evaluation criteria

Answer 9

Indicators that are used to assess evidence of student learning.

EX.: relevance, coherence, effectiveness, efficiency, impact, sustainability

Question 10

evidence

Answer 10

artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the videorecording(s) or examine what you learned about your teaching practice and your students’ learning.

Ex.: student work samples. feedback to students

Question 11

learning objectives

Answer 11

Student learning outcomes to be achieved by the end of the lesson or learning segment.

Ex. “Students will use context clues to find the meaning of an unknown word.”

Question 12

learning segment

Answer 12

A set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end.

Ex.: A 3-5 day lesson on ELA Lesson Context Clues

Question 13

learning task

Answer 13

activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal.

EX.: journaling, essays, portfolios

Question 14

misconception

Answer 14

(literacy) Confusion about a strategy or skill.
(Math) Erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience.

Ex.: literacy - misunderstanding about text purpose and structure, application of a skill, or multiple meaning words.
Math - a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.

Question 15

patterns of learning

Answer 15

Quantitative and qualitative consistencies for different groups of students and individuals across the whole class.

Ex,: quantitative -10 out of 15 students or 20% of the students understood the assignment.
qualitative - given that most students were able to . . . it seems that they understand.

Question 16

planned supports

Answer 16

Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.

Ex.: modeling, rehearsal, guided practice, word walls, graphic organizers, language frames, and examples of communication use.

Question 17

prior academic learning and prerequisite skills

Answer 17

Students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.

Ex,: if you are teaching a learner to categorize items, it is critical that the learner can already name the items (tact them) and respond to them receptively (as a listener).

Question 18

rapport

Answer 18

A close and harmonious relationship in which the people or groups understand each other’s feelings or ideas and communicate well with each other.

Ex,: Call your students by name, Learn something about your students’ interests and hobbies, Ask for their input

Question 19

respect

Answer 19

A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem.

Ex.: hold all students to the same rules/expectations of how they should act in the classroom.

Question 20

rubrics

Answer 20

Subject-specific evaluation criteria used to score your performance on edTPA or an assignmaent.

Ex.: Planning, Instruction, Assessment, Analysis of Teaching,

Question 21

variety of learners

Answer 21

Students in your class who may require different strategies or support.

Ex. visual, auditory, verbal learner. logical and mathematical learner, physical or kinaesthetic learner, social and interpersonal learner, solitary and intrapersonal learner

Question 22

developmental approximations

Answer 22

Transitional spelling or other attempts to use skills or strategies just beyond a student’s current level/capability.

Ex/: when teaching the difference between fact and opinion, you might want to be ready to address the possible misconception that opinions are untrue statements or even lies- this is not accurate, but many children initially think that opinions must be the opposite of facts, which leads them to this misconception.

Question 23

essential literacy strategy -

Answer 23

An approach selected deliberately by a reader or writer to comprehend or compose text. When students are able to select and use strategies automatically, they have achieved independence in using the strategy to accomplish reading and writing goals.

Ex.: Example strategies for reading include summarizing a story, comparing and contrasting firsthand and secondhand accounts of the same event, using evidence to predict, interpreting a character’s feelings, or drawing conclusions from informational text. Example strategies for writing include organizing ideas before writing, note taking from informational text to support drafting a topic, using graphic organizers to organize writing, using a rubric to revise a draft, or using quotes as evidence to support an argument

Question 24

literacy skills

Answer 24

Specific knowledge needed for reading and writing.

Ex.: phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word recognition; and spelling, punctuation, or other language conventions.

Question 25

reading/writing connections

Answer 25

students’ literacy development through an explicit understanding that many of the skills that are taught in reading instruction are also beneficial to young writers.

Ex.: reading or researching informational text to inform an essay; journal writing to make predictions; making personal or text-to-text connections; writing book reviews or alternative endings to stories; or writing in a style that emulates a model.

Question 26

related skills

Answer 26

Literacy skills that students will develop and practice while learning an essential literacy strategy for comprehending or composing text within the learning segment.

Ex.: Decoding, Phonemic awareness, Reading fluency, Reading, Reading comprehension, Phonological Awareness

Question 27

assessment (summative and formative)

Answer 27

Summative assessments are given periodically, to determine at a particular point in time what students know and do not know relative to content standards.
Ex.: chapter tests, unit tests, or culminating projects.

Formative assessments are incorporated into classroom practice and can provide information needed to adjust teaching and learning as students approach full mastery of content.

Ex.: observations, questioning strategies, and self- and peer-assessments

Question 28

conceptual understanding

Answer 28

Students demonstrate conceptual understanding in mathematics when they recognize, label, and generate examples of concepts; use and interrelate models, diagrams, manipulatives, and varied representations of concepts; identify and apply principles; know and apply facts and definitions; compare, contrast, and integrate related concepts and principles; recognize, interpret, and apply the signs, symbols, and terms used to represent concepts.

Question 29

mathematical reasoning

Answer 29

The capacity to think logically about the relationships among concepts and situations.

Ex.: inductive, deductive, abductive,

Question 30

mathematical understandings

Answer 30

Conceptual understanding, procedural fluency, and reasoning/problem-solving skills.

Ex.: When students are able to re-do a problem they were struggling with and they can demonstrate that they can complete the problems on their own with accuracy.

Question 31

patterns of learning:

Answer 31

Quantitative and qualitative consistencies for different groups of students and individuals across the whole class.

Ex.: if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as 1/, 112/3, /4, 1/5, the students’ error shows that they believe that the smaller the denominator, the smaller the fraction and they have a mathematical misunderstanding related to the value of fractional parts (qualitative).

Question 32

problem-solving skills

Answer 32

engage in a task for which the solution method is not known in advance.

Ex.:
Active listening
Analysis
Research
Creativity
Communication
Dependability
Decision making
Team-building

Question 33

procedural fluency

Answer 33

Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts.

Ex.: you think of division in terms of “divide, multiply, subtract, bring down” then you learned a division procedure (or algorithm).

Question 34

engagement:

Answer 34

To support students to revisit and review a topic with a different set of strategies, representations, and/or focus to develop understandings and/or correct misconceptions.

Ex.:
Connect learning to the real world
Engage with your students’ interests
Learning what excites your students

Question 35

representation

Answer 35

The term representation refers both to process and to product—in other words, to the act of capturing a mathematical concept or relationship in some form and to the form itself.

Ex.: base ten numerals, number lines, graphs,

Question 36

problem-solving skills

Answer 36

Skills to “engag[e] in a task for which the solution method is not known in advance.

Ex.:
doing, talking, reflecting, discussing, observing, investigating, listening, and reasoning

Question 37

engagement:

Answer 37

to support students to revisit and review a topic with a different set of strategies, representations, and/or focus to develop understandings and/or correct misconceptions.