Essential Protocol for Effective Seminar Sessions
EDTPA SEMINAR ONE
WORK SESSION EXPECTATIONS:
Sign in & sit next to content peer for collaboration
One person speaks at a time, others listen
Phones muted and unattended during the session
Fold paper as directed – Print first and last name & Content area
on both sides
Have your EdTPA Assessment Handbook accessible
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1. Acceptable Feedback for edTPA
1. Acceptable Feedback for edTPA
1. Acceptable Feedback for edTPA
2. Central Focus
3. Key Understandings
4. Task 1A-Context for Learning
5. HW: Read all of Task 1 in edTPA Handbook
k for edTPA
2. Central Focus
3. Academic Language
4. Task 1A-Context for Learning
5. Q & A: Assurance of Understanding
2. Central Focus
3. Academic Language
4. Task 1A-Context for Learning
5. Q & A: Assurance of Understanding
2. Central Focus
3. Academic Language
4. Task 1A-Context for Learning
5. Q & A: Assurance of Understanding
RESOURCES FOR TASK ONE: PLANNING
EdTPA Assessment Handbook
Making Good Choices
Mentor Teacher and School Website
Academic Language Supports
Rubric Level Progressions
http://edtpa.com
Andra Helton –
andra.helton@mtsu.edu
office: 615-494-8778
cell: 615-542-1290
CENTRAL FOCUS
(KEY UNDERSTANDINGS AND SKILLS YOU WANT STUDENTS TO DEVELOP
WITHIN THE LEARNING SEGMENT)
BEGIN WITH THE END IN MIND
INCLUDE: KEY LEARNING TASKS TO SCAFFOLD
LEARNING FROM SIMPLE TO COMPLEX
IDENTIFY KEY UNDERSTANDINGS
Find Task One Planning Overview in edTPA Handbook
List the Key Understandings
How can they guide you in scaffolding the learning while creating lesson plans?
Key Understandings Addressed in Rubrics: R1, R2, R5, R7, R8, R9, R11
Alignment Across the Learning Segment is Key!
TASK 1A-CONTEXT FOR LEARNING
Mentor Teacher Support:
About the School
About the Class
About the Students
Interest Inventory or Survey:
(Gather information
that relates to what you know about your
student’s
assets
for planning purposes.)
Student Interests
Student Activities: In School & After School
Family Dynamics
Prior Learning in Learning Segment Content/Skills
Student Misconeptions, Errors, Prerequisite Skills
WRAP IT UP!
Questions or Clarifications?
What are you working on this week?
What will you bring to seminar next week?
What is due? When?
Homework?
Implementing proper protocol at seminar sessions is crucial for collaborative learning. This includes sitting next to peers, speaking in turns, keeping phones muted, and having necessary materials ready. Aligning learning tasks and understanding key concepts are emphasized to scaffold student learning. Resources for planning, mentor teacher support, and context for learning contribute to effective teaching strategies. Ensuring alignment across the learning segment and addressing student needs are key focus areas. Identifying key understandings and maintaining a structured approach are essential for successful outcomes.
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Presentation Transcript
WORK SESSION EXPECTATIONS: Sign in & sit next to content peer for collaboration One person speaks at a time, others listen Phones muted and unattended during the session Fold paper as directed Print first and last name & Content area on both sides Have your EdTPA Assessment Handbook accessible
FLOWSTRUCTIONAL FLOW INSTRUCTIONAL INSTRUCTIONAL FLOW 1. Acceptable Feedback for edTPA 1. Acceptable Feedback for edTPA 1. Acceptable Feedback for edTPA 2. Central Focus 3. Key Understandings 4. Task 1A-Context for Learning 5. HW: Read all of Task 1 in edTPA Handbook k for edTPA 2. Central Focus
RESOURCES FOR TASK ONE: PLANNING EdTPA Assessment Handbook Making Good Choices Mentor Teacher and School Website Academic Language Supports Rubric Level Progressions http://edtpa.com Andra Helton andra.helton@mtsu.edu office: 615-494-8778 cell: 615-542-1290
CENTRAL FOCUS (KEY UNDERSTANDINGS AND SKILLS YOU WANT STUDENTS TO DEVELOP WITHIN THE LEARNING SEGMENT) BEGIN WITH THE END IN MIND INCLUDE: KEY LEARNING TASKS TO SCAFFOLD LEARNING FROM SIMPLE TO COMPLEX
IDENTIFY KEY UNDERSTANDINGS Find Task One Planning Overview in edTPA Handbook List the Key Understandings How can they guide you in scaffolding the learning while creating lesson plans? Key Understandings Addressed in Rubrics: R1, R2, R5, R7, R8, R9, R11
TASK 1A-CONTEXT FOR LEARNING Mentor Teacher Support: Interest Inventory or Survey: (Gather information that relates to what you know about your student s assets for planning purposes.) About the School Student Interests Student Activities: In School & After School About the Class Family Dynamics Prior Learning in Learning Segment Content/Skills About the Students Student Misconeptions, Errors, Prerequisite Skills
Questions or Clarifications? WRAP IT UP! What are you working on this week? What will you bring to seminar next week? What is due? When? Homework?
