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edTPA Vocab

Terms in this set (34)

academic language
oral and written language used for academic purposes
discourse
the structure of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction
language demands
specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding
language functions
The content and language focus of the learning task represented by the active verbs within the learning outcomes (i.e. identifying main ideas and details;; analyzing and interpreting characters and plots;; arguing a position or point of view;
syntax
the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables)
vocabulary
includes words and phrases that are used within disciplines
aligned
consistently addressing the same/similar learning outcomes for students
artifacts
Authentic work completed by you and your students, including lesson plans, copies of instructional and assessment materials, video clips of your teaching, and student work samples
Assessment
refers to all those all those activities undertaken by teachers and by their students...that provide information to be used as feedback to modify teaching and learning activities
personal assets
refers to specific background information that students brink to the learning enviornment
cultural assets
refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a teacher can draw upon to support learning
community assets
refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and son on, that a teacher can draw upon to support learning
central focus
a description of the important understandings and core concepts that you want students to develop within the learning segment
commentary
submitted as part of each task and, along with artifacts, make up your evidence. The commentaries should be written to explain the rationale behind your teaching decisions and to analyze and reflect on what you have learned about your teaching practice and your student's learning
engaging students in learning
using instructional and motivational strategies that promote student's active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives. This contracts with student participation in learning tasks that are not well designed and/or implemented and do not increase student learning.
evaluation criteria
performance indicators or dimensions that are used to assess evidence of student learning
evidence
artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the video recordings(s) or examine what you learned about your teaching practice and your student's learning.
learning objectives
student learning outcomes to be achieved by the end of the lesson or learning segment
learning segment
A set of 3-5 lesson plans that build upon another toward a central focus, with a clearly defined beginning and end.
learning task
includes activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal
patterns of learning
Includes both quantitative and qualitative consistences for different groups of students and individuals across the whole class
Quantitative patterns
indicate the number of similar correct responses or errors across or within student assessments
qualitative patterns
include descriptions of understandings and/or misunderstandings, partial understandings, and/or attempts at applying a strategy that underlies the quantitative patterns
planned supports
instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus
prior academic learning and prerequisite skills
includes student's content knowledge and skills as swell as academic experiences developed prior to the learning segment
rapport
a close and harmonious relationship in which the people or groups understand each other's feelings or ideas and communicate well with each other
respect
a positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem
rubrics
subject-specific evaluation criteria used to score your performance on edTPA
variety of learners
students in your class who may require different strategies or support. THese students include, but are not limited to, students with IEPs or 504 plans, english language learners, struggling readers, underperforming students, or those with gaps in academic knowledge, and/or gifted students
developmental approximations
include transitional spelling or other attempts to use skills or strategies just beyond a student's current level/capability
literacy skills
specific knowledge needed for reading and writing, including phonemic/phonological awareness;;print concepts;; decoding;; word analysis;; sight-word recogntion;; and spelling punctuation, or other language conventions
reading/writing connections
Support student's literacy development through an explicit understanding that many of the skills that are taught in reading instruction are also beneficial to young writers
requisite skills
literacy skills students will develop and practice WHILE learning a literacy strategy in the learning segment
prerequisite skills
developed before the learning segment begins
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