Domain C: TPE 1.

6 Artifact’s Supporting Documentation

Domain C: TPE 1.6 Artifact’s Supporting Documentation

Aaron Mancilla

National University

023060682

TED 690

Professor Clifton E. Johnson

February 21, 2021

Domain C: TPE 1.6 Artifact’s Supporting Documentation

Abstract
This paper reviews the importance of demonstrating competency for TPE 1.6 Provide a
supportive learning environment for students' first and/or second language acquisition by using
research-based instructional approaches, including focused English Language Development,
Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas,
and structured English immersion, and demonstrate an understanding of the difference among
students whose only instructional need is to acquire Standard English proficiency, students who
may have an identified disability affecting their ability to acquire Standard English proficiency,
and students who may have both a need to acquire Standard English proficiency and an
identified disability. An introduction is included of how I demonstrated competency for TPE 1.6
by using a paper review. In this paper, I will also include research evidence on how I
demonstrated competency. Lastly, a reflection and how it has changed my teaching strategies
and perception as a teacher.
Domain C: TPE 1.6 Artifact’s Supporting Documentation

Introduction

The paper review is based on a reflection of a lesson that conducted on a simulated

classroom location. The lesson was conducted on January 29, 2015, and the lesson lasted 55

minutes. The video was uploaded to youtube.com; the link to the video is

http://youtu.be/Uei3FBMtK84 . For this paper review I included a list on the following

information that I analyze: my experience, reflection of the lesson taught, feedback from a peer,

effectiveness of the lesson design, instruction for ELs, problems encountered, and need for

improvement. On the simulated lesson I also focused on SDAIE strategies to engage students. By

engaging in SDAIE strategies I demonstrated competency for TPE 1.6.

Explanation

For this lesson I used the constructivist approach. I was concerned with students making

meaning to the information and I wanted the students to relate the information with real life

situations. For that reason, I decided to use prices of sushi and tacos. I introduced systems of

equations as when two students would pay the same when they would order food at a restaurant.

I used graphics as for students to have a better idea of how menus look like, and by doing so I

implement UDL guideline 7.2(Optimize relevance, value and authenticity). Another strategy that

can be beneficial to Els is praise, and according to McKenna and Robinson, praise are “verbal

reinforcers that go beyond mere feedback and communication” (McKenna & Robinson, 2014, p

173), I applied praise to allow the students to feel secure and that their response were important

even if incorrect. I created a secure and respectful environment for every student. In my opinion,

praise encourages students to share their opinions. This also allows them to attempt problems in

front of the classroom because they know that they will not be verbally reprimanded and assist

Els to improve their content and language skills.

Domain C: TPE 1.6 Artifact’s Supporting Documentation

On the paper review I also explain how I incorporated three SDAIE strategies into the

simulated lesson. The first SDAIE strategy was contextualization, in particular I used graphics of

sushi and menus of restaurants to make the material more realistic. Serdyukov and Ryan explain

that “realia are various real-life objects that help make learning more realistic” (Serdyukov &

Ryan, 2013, p. 157). The second SDAIE strategy was bridging. I used what students knew to

build on new information as I was modeling an example of two linear graphs. The third SDAIE

strategy was talking clearly and putting emphasis on words. Serdyukov and Hill suggest that “the

simplest and most helpful strategy to modify the way you speak is to slow down” (Serdyukov &

Hill, 2009, p. 209). I slowed down to speak clearly, this made the lesson go smoothly for the

students and myself. My emphasis was for the students to understand every word I said and to

make meaning of the content. I also used body language. In my opinion, body language creates

meaning the words and makes the words to be vivid. I used hand signals for the students to pay

special attention to phrases and terms. By implemented SDAIE strategies into the simulated

lesson and by reflecting on those strategies in the paper review I was able to demonstrate

competency for TPE 1.6.

Reflection

After reviewing the paper review and watching the video, I can recall that I never planned

for SDAIE strategies. I never had a chance to practice SDAIE strategies until I got a chance to

simulate a lesson. Based on the needs of the students I began to implement the SDAIE strategies,

I believe that I acted by inertia, and this occurs frequent in education as we implement in the

moment strategies based on the needs of the students. To provide support to my future students I

will revise the SDAIE and UDL strategies so that I can incorporate them into my teaching

practices, this will be a daily routine to assist all learning needs.

Domain C: TPE 1.6 Artifact’s Supporting Documentation

Reference
Serdyukov, P., Ryan, M. (2013). The 5-minute lesson plan: A practitioner's guide. Boston:
 Pearson Learning Solutions
McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: Reading and writing in the
content areas  (2nd Ed.).  Boston, MA: Pearson

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org