Edtpa - Study guides, Class notes & Summaries

edTPA Questions| 100% Correct Answers | Verified | Latest 2024 Version

Academic Language - Oral, written, and nonverbal language used for academic purposes. For physical education, it is the language students must use when developing movement competencies and learning knowledge in movement-based environments. Language Demands - Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. ...

T or F? Your cooperating teacher should choose your learning segment for your edTPA portfolio - False T or F? There is a 10 page limit to each lesson plan submitted as part of the portfolio. - False- there is a 4 page limit T or F? When writing the "Context for Learning Commentary" you should discuss your students' prior academic learning. - True T or F? You are required to include formal citations in your edTPA portfolio. - False T or F? You are to include copies of all planned as...

Your cooperating teacher should choose your learning segment for your edTPA portfolio. - False There is a 10 page limit to each lesson plan submitted as part of your portfolio. - False, There is a 4 page limit When writing the "Context for Learning Commentary" you should discuss your students' prior academic learning. - True You are to include copies of all planned assessments in your edTPA portfolio. - True I may upload my video of my learning segment to the YouTube Educational Channel...

Learning Segment - A set of 3-5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. Each discipline has its own requirements for the learning segment (see Handbook) Commentary - Submitted as part of each task and, along with artifacts, make up your evidence. The commentaries should be written to explain the rationale behind your teaching decisions and to analyze and reflect on what you have learned about your teaching practice and your stude...

discourse - Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.10 In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journ...

Academic Language - Oral and written language used for academic purposes. Academic language is the means by which students develop and express content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in the content area in meaningful ways. There are language demands that teachers need to consider as they plan to support student learning of content. These language demands include language functions, voca...

intrinsic rewards correct answers the personal satisfaction and enjoyment felt after attaining a goal; students understand what is taught extrinsic awards correct answers acknowledgements from students, teachers, and parents; thank you cards/$ dispositions correct answers attitudes that students show that let you know they learned teaching is a semi profession correct answers no $ advantages; little control over work; little time to interact with colleagues; other people set the rules ...

Learning Segment - A set of 3-5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. Each discipline has its own requirements for the learning segment (see Handbook) Formal Assessment - "[R]efer[s] to all those activities undertaken by teachers and by their students . . . that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students' prior knowledge, thinking, or learnin...

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