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Creating and Developing My P rofessional D evelopment Q uest P ortfolio

Michael Bohannan National University Domain A: Making Subject Matter Comprehensible to Students. Creating and Developing My P rofessional D evelopment Q uest P ortfolio. Table of Contents. Making Subject Matter Comprehensible to Students Artifact: Teacher Evaluation Comments

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Creating and Developing My P rofessional D evelopment Q uest P ortfolio

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  1. Michael Bohannan National University Domain A: Making Subject Matter Comprehensible to Students Creating and Developing My Professional Development Quest Portfolio

  2. Table of Contents • Making Subject Matter Comprehensible to Students • Artifact: Teacher Evaluation Comments • Artifact: Venn Diagram • Artifact: Literature Review

  3. Domain A Making Subject Matter Comprehensible to Students TPE 1A: Teaching English Language Arts in a Multiple Subject Assignment • Ability to teach State adopted content standards • Understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications • Know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards • Create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts

  4. Domain A (continued) Making Subject Matter Comprehensible to Students TPE 1A: Teaching English Language Arts in a Multiple Subject Assignment • Understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students • Understand how to use instructional materials • Teach students how to use visual structures • Know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students’ proficiency after instruction.

  5. Student Teaching Observation - USP “Michael communicates clearly and effectively with the students. His instruction includes interesting and effective lessons.” - Dr. Joyce Byrne, Univ. Support Provider

  6. Student Teaching Observation - SSP “Mr. Bohannan takes advantage of instructional time. He is able to keep students engaged while providing a variety of methodology including technology-based instruction.” - Janet Estrada(Site Support Provider) “Michael takes students’ interests, abilities and backgrounds into consideration when providing instruction. He does a great job involving students in subject discussions.” - Mrs. Urias (Site Support Provider)

  7. Vocabulary Teaching Tool – Venn Diagram There are many tools available to assist us in teaching students. Below is an example of a Venn diagram. This allows us to compare subjects.

  8. Literature Review • Author: Thomas G. Gunning • Title: Creating Literacy Instruction for All Students • Year: 2010 • Seventh Edition • Chapter 11: Approaches to Teaching Reading, Pages: 472-505

  9. Literature Review

  10. Literature Review continued

  11. References Estrada, J.(2013). SSP Student Teaching Observation. Urias, (2013). SSP Student Teaching Observation. Byrne, J. (2013). USP Student Teaching Observation. Gunning, Thomas G. (2010). Creating Literacy Instruction. (8th ed.). United States: Pearson

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