1 / 21

edTPA Special Education, Communication, Academic Language & You

edTPA Special Education, Communication, Academic Language & You. Student Teaching Professional Development Session January 27, 2014 Dr. Sandra Cimbricz. Learning Goals. Identify key aspects of academic language particular and important to the edTPA Special Education (SE).

eileen
Download Presentation

edTPA Special Education, Communication, Academic Language & You

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. edTPA Special Education, Communication, Academic Language & You Student Teaching Professional Development Session January 27, 2014 Dr. Sandra Cimbricz

  2. Learning Goals • Identify key aspects of academic language particular and important to the edTPA Special Education (SE). • Know what resources are especially useful and/or information important to these particularities. • Relate academic language to specific tasks and the big picture of edTPA SE.

  3. LG #1: What are key aspects of academic language particular and important to edTPA SE? • COMMUNICATION in the edTPA SE is a much broader concept. See edTPA SE Handbook, p. 51. • Ideas important to academic language and literacy fall “under” COMMUNICATION in the edTPA SE.

  4. LG #1: What are key aspects of academic language particular and important to edTPA SE? COMMUNICATION Academic language or “curriculum-related communication” is a particular kind of communication or “means by which learners develop and express content understandings.” ~edTPASE Handbook, p. 51

  5. LG #1: What are key aspects of academic language particular and important to edTPA SE? Communication in the edTPA SE ultimately focuses on how you help students develop the ability and skills needed to 1) understand and 2) be understood using communication to do so.

  6. Learning Goal 1: Check-in What are the key aspects of academic language particular and important to the edTPA Special Education (SE)?

  7. Learning Goal #2 What resources are especially useful and/or information important to “communication?” Two Tasks: Two Rubrics

  8. LG #2: TASK 1: Planning for Instruction & Assessment Rubric 4: SUPPORTINGthe Focus Learner’s Use of Expressive and/or Receptive Communication (See edTPA SE Handbook, p. 20.) Task 3: Assessment Rubric 14: EXPLAINING the Focus Learner’s Use of Communication (See edTPA SE Handbook, p. 39.) NOTE: All three overarching categories of Universal Design for Learning are important to all of the edTPA SE rubrics.

  9. LG #2: What’s similar? What’s different? COMMUNICATION edTPA SE glossary • Demands • Skill/Function • Situational Expectations • Vocabulary • Concepts & Meanings* • Syntax • Supports* • Social Use* For more information, see edTPA SE Handbook, pages 51-52.) ACADEMIC LANGUAGE other edTPA glossaries Demands Function Discourse Vocabulary Syntax

  10. LG #2: Communication Demands (Handbook glossary, p. 51) Answers question: What are the specific ways that your focus learner USES COMMUNICATION to • understand what to do to participate in learning tasks? and/or • demonstrate/express learning or perform appropriately in the context?

  11. LG #2: Communication Skill (Function)Demands of a Learning Task 1. RECEPTIVE listening, reading text, pictures, or signs 2. EXPRESSIVE speaking, writing, demonstrating 3. REPRESENTATIONAL symbols, notation, gestures, facial expressions For more information, see Making Good Choices in Special Education Support Guide (pages 16-17) and Universal Design for Learning http://www.cast.org/udl/).

  12. LG #2: Communication Skill (Function) (Handbook glossary, p. 51) Answers question: What is the purpose of communication? • To understand? • To be understand? FOCUS ON THE ACTION VERB! http://www.brockport.edu/oat/docs/academic_lang.pdf http://www.brockport.edu/oat/docs/bloom_ec.pdf

  13. LG #2: Communication Supports(Handbook glossary, p. 52) What strategies and supports will you use to build the focus learner’s academic language (or curriculum-related communication) within a learning task (and why)? • Universal Design (Supports) for Learning • also includes assistive technology and other mediators.

  14. LG #2: Task 1: Rubric 4 (Planning) What COMMUNICATION DEMANDS do you identify and support • for participation in learning? and/or • demonstrating learning for the primary learning target?

  15. LG #2: Guidelines for Rubric 4: (edTPA SE Handbook page 20) In your planning, 1. identify the PRIMARY LEARNING TARGET. (With SE, this target can be academic, functional, non-academic). ACADEMIC STANDARD: NYS Earth Science Standard 4: Minerals have physical properties determined by their chemical composition and crystal structure (Key Idea 3-3.1a). PRIMARY LEARNING TARGET: The learner will be able to describe what a mineral is and what it is made.

  16. LG #2: Guidelines for Rubric 4: (edTPA SE Handbook page 20) In your planning, 2. choose instructional strategies that - clearly emphasize the purpose of expressive and/or receptive communication related to the primary learning target. Think about ALL THREE CATEGORIES of Universal Design for Learning.) -relate and support the focus learner in achieving the PRIMARY LEARNING TARGET. Let the ACTION VERB be your guide. -support the learner’s use of vocabulary demands and at least one other communication demand (syntax, social use of communication, situational expectations for communication).

  17. LG#2: Task 3: Rubric 14(edTPA SE Handbook p. 39) In your assessment of learning, how do YOU explain the focus learner’s use of the targeted expressive and/or receptive communication skill (function) and other communication demands to • access the learning task? and/or • demonstrate learning for the primary learning target?

  18. Learning Goal #2: Check in • What resources are especially useful and/or information important to these particularities?

  19. Especially Helpful Resources For Universal Design for Learning, see: http://www.cast.org/udl/). In addition to the edTPA Special Education Handbook, the resources listed below are available via Brockport’s Student Teaching Handbook. They have been cut and pasted below for ease in locating: • http://www.brockport.edu/oat/docs/spedmakinggoodchoices.pdf • http://www.brockport.edu/oat/docs/academic_lang.pdf • http://www.brockport.edu/oat/docs/CT_international_baccalaureate.pdf

  20. Learning Goal #3: How do communication and academic language relate to specific tasks and the big picture of edTPASE?

  21. Your Turn: Find the communication demands and supports in these video clips? • Are students being asked to understand and/or express that understanding? Explain. (CS DEMANDS) • In what ways specifically (receptive, expressive, or representational)? • What skill/function (action verb) is focal to this learning? CS FUNCTION) • How will you help students learn and convey their understanding/ learning using communication? (CS SUPPORTS) Consider all three categories or networks important to Universal Design for Learning. Math: https://www.teachingchannel.org/videos/conjecture-lesson-plan ELA: • https://www.teachingchannel.org/videos/evidence-arguments-lesson-planning • https://www.teachingchannel.org/videos/evidence-arguments-lesson-reflection

More Related