Assignment 4A - Instructional Approach - Teaching (3)

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National University College *

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606

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Anthropology

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Apr 3, 2024

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Assignment 4A - Instructional Approach: Teaching Getting to Know Your Students Consult with your master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop your understanding of students’ assets and learning needs. Review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. You will use this information to establish content- specific learning goals (including California English Language Development (ELD) Standards as appropriate). Write a description of Students’ Assets and Learning Needs (Whole Class or Focus Students) Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do? The students already have a basic understanding of animal habitats and some knowledge about different types of animals and their natural environments. They can identify the basic features and characteristics of various habitats. English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels: - Reagen is an English learner with an intermediate level of English proficiency. - Troy is a Standard English learner with a high English proficiency level. - Marie is a Standard English learner and demonstrates advanced English language proficiency. Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience Cultural resources and funds of knowledge: The students come from diverse cultural backgrounds, bringing various experiences and perspectives related to animals and their habitats. This includes cultural traditions, stories, and experiences with wildlife. Linguistic resources and funds of knowledge: The students have varying levels of language proficiency and can draw upon their language skills to communicate and share their ideas about animal habitats. Prior experiences and interests related to the content How might you incorporate or build on their experiences and interests as assets to this lesson: Some students have visited zoos, nature reserves, or parks, providing them with firsthand experiences of observing animals in their habitats. Others may have read books or watched videos about animals and their habitats. By incorporating these experiences and interests, I can make connections to their prior knowledge and make the lesson more engaging and relevant. Lesson management structure What behavioral expectations will you model and expect? To ensure a productive and inclusive learning environment, I will model and expect specific behavioral expectations from the students. These expectations include active listening, respect for others' ideas, following directions, and working collaboratively. I will reinforce positive behavior and provide reminders as needed

to support student engagement and participation throughout the lesson. (please scroll to the next page for the next section)

Content of the Lesson What do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? What do you expect students to deeply understand about the lesson? I expect students to deeply understand the characteristics of different animal habitats, including their specific features and adaptations that enable animals to survive in those environments. They should understand the interdependence between animals and their habitats, recognizing how habitat changes affect animal populations. What do you expect students to retain after the lesson and use in future learning? After the lesson, students should retain and apply this knowledge to future learning by connecting it to real-world scenarios and other science concepts. What misunderstandings or misconceptions do you expect students might have from the lesson? What misunderstandings or misconceptions do you expect students might have from the lesson? Misunderstandings or misconceptions that students might have from the lesson could include thinking that all animals can adapt to any habitat or assuming that animals can survive in any environment without considering specific adaptations. Some students may also need clarification about the role humans play in altering animal habitats and the impact it has on wildlife populations. What knowledge and skills do you expect students to have after engaging in the lesson? What knowledge do you expect students to have after engaging in the lesson? After engaging in the animal habitat lesson, I expect students to acquire specific knowledge. They should understand the characteristics of different animal habitats, such as forests, deserts, oceans, and grasslands. Students should be able to identify key features of each habitat and explain how these features provide necessary resources for animals. Additionally, students should have a solid understanding of animal adaptations that help them survive in their specific habitats. They should be able to recognize adaptations such as camouflage, hibernation, migration, and specialized body structures. Furthermore, students should develop an awareness of the interdependence between habitats and animals, understanding that habitat changes can significantly impact animal populations. Students will have gained comprehensive knowledge of animal habitats, adaptations, and the intricate relationship between animals and their environments. What skills do you expect students to have after engaging in the lesson? Engaging in the animal habitat lesson will enable students to develop essential skills. First, they will hone their observational skills by actively observing and identifying features of different habitats. Based on these observations, they will learn to recognize how animals are well-suited to their respective environments. Second, students will enhance their analytical skills by evaluating the relationships between habitat characteristics and animal adaptations. They can draw conclusions, make connections, and justify their reasoning with evidence. Third, effective communication skills will be fostered as students articulate their understanding of animal habitats and adaptations. They will confidently convey

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their knowledge through verbal explanations, written responses, and visual representations such as diagrams or posters. Last, students will engage in critical thinking as they evaluate the impact of habitat changes on animal populations. They will explore potential solutions and actions to protect habitats and conserve animal species. By developing these skills, students will be equipped to comprehend and apply the concepts of animal habitats, adaptations, and the intricate interplay between animals and their environments. (please scroll to the next page for the next section)

Assessment / Checking for Understanding What essential questions will you ask to determine if students are not meeting, meeting, or exceeding the learning goal(s) of the lesson? Essential Questions: (how will you know if students are exceeding, meeting, partially meeting or not meeting the learning goal? You could create a rubric for each essential question to clearly show what your criteria is. 1. How do the characteristics of different animal habitats support the survival of specific animals? 2. How do changes in habitats affect animal populations? 3. What adaptations do animals have to help them survive in their specific habitats? 1. Exceeding: Students demonstrate a deep understanding of the characteristics of different animal habitats and can explain how these characteristics specifically support the survival of various animals. They provide detailed examples and make connections between habitat features and animal adaptations. They can apply their knowledge to new situations and provide thoughtful explanations. 2. Meeting: Students show a solid understanding of the characteristics of different animal habitats and can explain how these characteristics support the survival of specific animals. They provide accurate examples and can identify the basic relationships between habitats and adaptations. They demonstrate comprehension and can apply their knowledge in familiar contexts. 3. Partially Meeting: Students have a basic understanding of the characteristics of different animal habitats and can identify some ways in which these characteristics support the survival of certain animals. Their explanations may need more depth or clarity, and they may need help to provide specific examples. They require additional support or guidance to grasp the concepts thoroughly. 4. Not Meeting: Students have a limited understanding of the characteristics of different animal habitats and their role in supporting animal survival. They are unable to provide accurate explanations or examples. They require significant support and further instruction to achieve the learning goals. What will students do to demonstrate achievement of content during the lesson? Identify the UDL Principle Guidelines incorporated. State the criteria! To demonstrate achievement of the content, students will engage in various activities, such as creating habitat dioramas, participating in group discussions, completing graphic organizers, and presenting their findings to the class. These activities incorporate the Universal Design for Learning (UDL) Principle Guidelines by providing multiple means of representation, expression, and engagement. How will you know students understand the content? What evidence will you collect? Identify the UDL Principle Guidelines incorporated. I will employ strategies aligned with the Universal Design for Learning (UDL) Principle Guidelines to assess students' understanding of the content. These strategies include written assessments, performance tasks, observation and discussion, visual representations, and peer and self-assessment. Written assessments such as quizzes will gauge comprehension, while performing tasks like designing habitat dioramas will assess the application of knowledge. Observation and discussion will evaluate participation and engagement. Visual representations will demonstrate an understanding of the relationships between habitats and adaptations. Peer and self-assessment activities will encourage metacognition and reflection.

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Structured Student Learning Activities What activities will the students be involved in during the lesson to support their achievement of the learning goal(s)? Identify the UDL Principle Guidelines incorporated. During the lesson, students will participate in the following activities to support their achievement of the learning goals: - Engaging in whole-class discussions to explore different habitats and their characteristics. - Collaborating in small groups to research and create habitat dioramas, demonstrating their understanding of adaptations and interdependence. - Using technology resources, such as interactive websites or educational apps, to explore virtual animal habitats and observe animal behaviors. - Participating in hands-on activities, such as building animal models or constructing mini-habitats using natural materials, to deepen their understanding of the topic . How will you group students and manage group work to support student learning? Identify the UDL Principle Guidelines incorporated. Students will be grouped in pairs or small groups based on their strengths and needs. This grouping strategy allows for collaborative learning, peer support, and working with different perspectives. It promotes inclusive learning opportunities by encouraging students to share their ideas and learn from one another. (please scroll to the next page for the next section)

Instruction to Support Learning What instructional strategies will support student learning through multiple modalities? How will you use gradual release? Identify the UDL Principle Guidelines incorporated. To support student learning through multiple modalities, I will use instructional strategies such as modeling, providing clear instructions, and visual aids to enhance understanding. Gradual release of responsibility will be implemented, starting with explicit instruction and gradually shifting towards more independent student exploration. This approach accommodates different learning styles and supports students requiring additional guidance or scaffolding. What resources, materials, and/or educational technology will you or your students use during the lesson? The resources, materials, and technology, students can access books, articles, videos, online simulations, and interactive learning tools. These resources cater to different learning preferences and ensure that students can engage with the content in various ways. What adaptations and accommodations, including, as appropriate, assistive technologies, will support individual student learning needs beyond the UDL supports built into the lesson?  For Reagen, the autistic student, I will ensure her aid is present in the classroom to provide support and reminders for staying on task. I will also incorporate visual supports, such as visual schedules or checklists, to help her follow directions and complete work.  Troy, the student with a self-regulation disorder, will have opportunities to work with a partner to enhance focus and engagement. Additional time will be provided for completing tasks, and movement breaks may be incorporated to support his regulation needs.  Marie, who struggles with social-emotional behavior, can take breaks outside the classroom when feeling overwhelmed. Technology can be integrated to cater to her preferences and support her learning.  These adaptations and accommodations and the UDL supports embedded in the lesson ensure that individual student needs are addressed and that all students can fully engage with the content. Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 33 Resources Please refer to resources available in the Brightspace course in the CalTPA Section in the Left-Hand Menu.  The CalTPA 2.0 Assessment Guide o Multiple Subject o Single Subject  The CalTPA 2.0 Assessment Guide Glossary (found at the end of the Assessment Guide)

Assignment 4A - Instructional Approach - Teaching (3)

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