EDU62360-CP1 Week 7

Note. It is unlikely that all TPE Domains can be documented in a single classroom visit.

Instructions: Fill in your name, the date of the observation, School/Location, Grade & Subject. Complete the table
according to the header column. Respond to the prompts at the end.

Teacher Candidate: i DateSchool/Location: Grade & Subject

TPE Domain 1: Engaging & Supporting All
☒ Evident/
Students in Learning
(InTASC Standards 1 & 2)
☐ Not
Evident
Draws upon student backgrounds and
language abilities to provide differentiated
instruction (1.1)
Connects student information to learning,
making clear connections between subject
matter and real-life contexts (1.3)
Understands important characteristics of the
learners, including child and/or adolescent
development (1.4)
Understands and applies theories, principles,
and instructional practices for English
Language Development (1.2, 1.6)
Fosters ongoing communication with families
and students through a variety of means (e-
mail, phone, text) (1.2)
Specific Examples (if Evident)
What is the Teacher Doing?
What are the Students Doing?
The teacher's lesson is about unit application.
Capacity, length, and weight are all important
considerations. All students must collaborate to select
one of the measurement subjects. They will work in
groups to develop subunits and identify items in the
☒ classroom to demonstrate measuring. In the case of
length, the subunits are inches, meters, yards, and
centimeters.
Students are assigned to work in groups of three to
four to devise measurement methods for classroom
items.
The teacher applies the material to real-world
examples such as oz for coke bottles, miles for
☒ running around the park four times, and so on.
Students listen and provide examples of real-life items
that relate to the topic.
The teacher walks around the classroom to see what
the students are working on. The teacher asked
questions to assess students' comprehension.
☒
Students create posters by identifying and drawing
items. They are used to determine which unit of
measurement to use.
☐
☒ The teacher takes notes on students with 504s and
IEPs in order to report on their progress to the special
education teacher. The 504 students have outbursts
and do not follow directions, so they must be
redirected.

The student is seated in front of the class and has his

chart on his desk. He will receive a check mark if he

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Engages learners in a variety of
developmentally and ability appropriate
instructional strategies, including inquiry,
problem-solving, reflection, and engagement
with visual and/or performing arts (where
appropriate to context and/or content) (1.4;
1.6; 1.7)
Monitors and adjusts instruction while
teaching to foster student engagement and
academic achievement (1.8)
Draws upon student backgrounds and
language abilities to provide differentiated
instruction (1.1)
TPE Domain 2: Creating and Maintaining
☒ Evident/
Effective Environments for Student
☐ Not
Learning (InTASC Standard 3)
Evident
Understands the importance of the social
environment to academic achievement (2.1;
2.5)
Implements promising practices to promote
productive student learning and positive
interactions within the classroom (i.e. positive
interventions, restorative justice, conflict
resolution) (2.1)
Creates learning environment that is
culturally responsive and reflects diversity,
recognizing and appropriately responding to
harassing behavior (i.e. bullying, racism,
sexism, homophobia) (2.2; 2.3)
Creates learning environment that supports
and is inclusive of all learners (2.3)
Creates and maintains high expectations for
students’ academic performance (2.5)
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has an outburst or misbehaves.
The teacher tests the students' comprehension by
asking why the particular unit is used in this poster. If
the measurement is incorrect, the teacher redirects
them by questioning them rather than providing the
☒
answer.
The students work together to decide which item in the
classroom to measure and how to display it on the
poster.
☐
The teacher provides printer paper, and the students
select one of the measuring units available, such as
capacity, length, and weight. There are subunits within
☒
the units that must be defined using classroom items.
Students must write it down and explain it in their own
words.
Specific Examples (if Evident)
What is the Teacher Doing?
What are the Students Doing?
Depending on the option selected by the students, the
teacher instructs them to go around the classroom with
their groups and find something that can be used to
☒ measure.
Students converse with one another and debate why a
specific unit, such as length, should be used to
measure a table. Yards are the unit of measurement.
☐
In the classroom, the teacher explains the rules for
working together positively and listening to one
another while respecting one another.
☒ The students continue to work positively with one
another, while the student with 504 was sent to the
office for misbehaving or breaking the rules by using
sexist language.
The teacher distributed worksheets and poster paper
to the students. The teacher encourages the students
to collaborate in order to complete this assignment by
the end of the lesson. All of the items that require
☒
measurement are available in the classroom and can
be measured by groups.
The students collaborate to complete the assignments
in a positive manner.
☒ The teacher has high expectations for his or her
students and works with them to achieve those
expectations. She has a nurturing and supportive
relationship with her students.
 The students will make every effort to meet the weekly
requirements.
The teacher has a behavior policy, and each student is
aware of it. If an outburst occurs, students must wait
Creates and maintains high expectations for outside for a few minutes and reflect on why their
☒
students’ behavior (2.6) behavior is inappropriate. Once the student is
prepared to return, they will approach the teacher for
clarification.

TPE Domain 3:
Understanding and
Organizing Subject Matter
for Student Learning
(InTASC Standards 4 & 5)
Demonstrates knowledge and
understanding of subject-
specific content, including the
California State Standards
and curriculum frameworks
(3.1)
Establishes academic
learning goals, and makes
appropriate accommodations
to foster student access to
content and learning (3.2)
Organizes content and
curriculum in ways to
facilitate student
understanding (3.2)
Designs, plans, and
implements instruction using
current best practices in
content pedagogy (3.3)
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How Might You Apply This
Standard When You Have Your
Own Classroom?
I would create my a lesson on
measurement by using capacity,
length, and weight to meet the
California State Standards and
curriculums. I would create a
worksheet where students can use
items around the class to do
measurement and demonstrate their
understanding.
Students' accommodations and
academic learning objectives will be
developed in collaboration with their
special education teacher. Any type
of research-based material that I
have available to me will be used for
the students' learning.
Depending on the subject, I will
gather materials to put together and
use student-friendly language to
relate to students' lives and
learning.
I plan to use research-based
practices in the classroom when
designing my lesson. This will be
accomplished through practice and
collaboration with more seasoned
☒ Specific Examples (if Evident)
Evident
/ ☐ Not What is the Teacher Doing?
Evident What are the Students Doing?
Students were instructed to choose
a unit of measurement such as
capacity, length, or weight. Once
they've decided on a measurement,
they must define it by finding an
☒ item in the classroom to write and
draw it on.
Students collaborate to identify an
item where they can define and
draw the unit. The units for length
are (inches, feet, yards, miles)
The teacher provides
accommodations to IEP student by
having him draw the items rather
then write it.
☒
The students is provide
accommodations in addition to his
aid in helping him finish his work, by
drawing in the items.
The teacher employs student-
friendly language to which the
students can relate. She involves
the students by asking them
questions or addressing their
concerns. The content was well
organized and demonstrated to the
class, and the videos were an
☒ added bonus. It was very
interesting.
The students were ecstatic to walk
around the classroom and
demonstrate their learning by
founding items to measure. If they
encountered any difficulties, they
would immediately seek assistance
from the teacher.
☒ Yes, the teacher provided a great
lesson in a variety of ways to
engage students in their learning,
including videos, pointing out
physical objections in the

Designs, plans, and
implements disciplinary and
cross-disciplinary learning,
providing multiple means for
representing and assessing
student knowledge and skill
(where appropriate) (3.3; 3.4)
Monitors student learning to
adjust sequencing and pacing
as appropriate (3.3)
Collaborates with peers to
develop age-appropriate
strategies within the content
(3.4; also 4.6)
Understands and adapts
curriculum materials to
accommodate the full range
of English learners and
providing equitable access to
students with a variety of
academic abilities, through
assistive technology where
appropriate (3.5; 3.6)
1. Cite three specific strategies learned from the observation.
• The students were given a paper with references about how to measure mass, length, and volume. These were
meant to help students remember what each unit was worth.
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colleagues.
In my classroom, I will provide
various methods of instruction to
meet the needs of my students,
including visual aid, audio text,
dictionaries, and any other materials
required in the classroom, with the
collaboration of the special
education teacher and the school.
I will utilizing online application to
monitor students progress for
appropriate subjects. For math, I will
utilize Freckle, Kahoot.
For special education students, I will
coordinate with special education
teacher to provide the best
strategies and content for my
special friends.
For students in general education, I
will work with general education
teachers to come up with
instructions and strategies for
teaching the content in a way that is
right for their age. Such as videos,
visual aids, fun activities etc.
Students will provide opportunities
or accommodations to English
learners in order for them to achieve
their learning objectives. This could
include making videos available
(visual aid, dictionary). Students will
be given technology-based aids
such as audio text, dictionaries,
translation materials, or visual
imagery to help them understand
what they are learning.
classroom, and an online app. She
demonstrated well by employing
current best practices.
The teacher gives students the
option of drawing or describing the
measurement using classroom
objects. Additionally, they had
yardsticks and rulers for measuring
anything in the classroom.
☒ Additionally, the teacher provides
handouts on how to measure and
what units to employ when
measuring.
The students measured throughout
the classroom with a ruler or yard
stick.
The teacher used YouTube videos
to help students understand the
measuring units. The students'
comprehension will be tested the
following week.
☒ Students were expected to
complete this assignment by the
end of the week and to use
classroom items for measuring. The
students are also assigned 20
minutes for freckle app.
☐
The teacher has two English
learners, 504 student, and IEP
student. These students were
assigned to work in a group that can
provided them the support they
☒ need. The English learners were
provided visuals aids in addition to
the class video they watch. The 504
student and the IEP students were
assisted in a group along with aids
to navigated their learning.
 • The teacher checks how well the students understand by asking them questions or helping them figure out how to
think critically. Also, the students were interested and gave thought-out answers to the question.
• The teacher gives the students a lot of ways to learn, such as showing it on the white board, having them work in
groups, and having them draw.

2. How will what you learned impact your teaching?

Teacher of the class lesson focused on measurements such as capacity, length, and weight. Students were told to pick
one of the measurements on their posters and find items within that unit. Length measurements, for example, can be
found in inches, feet, yards, miles, and meters. The class was divided into four groups by the teacher. The teacher
reminded them that they would be working in a group lesson. They needed to collaborate, listen, and finish this
assignment together in order to get it signed off. She prepared them ahead of time and wrote the rules on the board. This
assisted the students in understanding what they needed to do in order to complete the assignment. I also like how the
teacher effectively engages her students by using real-life examples.

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