Teaching Event

1
Teaching Event

• commentaries
• written responses to a set of task-specific
  prompts.
• provide contextual information needed to
  understand the artifacts and describe your
  reasoning behind or analysis of

2
PACT

• 1. Context for Learning
• 2. Planning
• 3. Instruction
• 4. Assessment
• 5. Reflection
• Academic Language strand that runs across all the
  tasks and is scored separately.
• Read the Teaching Event Handbook, the Teaching
  Event Rubrics,
• Deepen your understanding of teaching and
  learning in your certification area.

3
Task 1. Context for Learning

• What is the difference between English learners
  and students who are proficient English speakers?
• English learners refers to second language
  learners
• Generally, the rest of the students in your class
  will be proficient English speakers.
• Although some students may be English speakers
  but are not proficient with English

4
Task 1. Context for Learning

• How much information should I convey about my
  students when describing my class?
• sense of the class variety, significant subgroups
  of students with similar characteristics, and
  exceptional individuals.
• key factors that influence your planning and
  teaching of this learning segment.

5
Academic Development

• Consider students prior knowledge, key skills,
  developmental levels, and other special
  educational needs. (TPE 8)

6
Language Development

• Consider aspects of English language proficiency
  in conversational and academic language as well
  as in the students primary languages, if other
  than English. Describe the language development
  of your entire class, not just your English
  learners. (TPEs 7, 8)

7
Social Development

• Consider factors such as the students ability
  and experience in expressing themselves in
  constructive ways, negotiating and solving
  problems, and getting along with others. (TPE 8)

8
Socio-economic and Cultural Context

• Consider key factors such as cultural context,
  knowledge acquired outside of school, and
  home/community resources.

9
Task 2. Planning in relationship

• The learning segment
• the central focus/big ideas, student content
  standards, and learning objectives for the
  Teaching Event?
• consider various dimensions of knowledge that you
  expect your students to learn.
• How does your knowledge of your students
  learning and development strengths and needs
  specifically connect to your planning for
  instruction and assessment?

10

• By Sunday Night
• Send an e-mail
• Answering the first prompt of Task 2
• What is the central focus of the learning
  segment? Apart from being present in the school
  curriculum, student academic content standards,
  or ELD standards, why is the content of the
  learning segment important for your particular
  students to learn? (TPE 1)