Contexts of Development TIPR + edTPA Prep

Current Teacher Behavior

Describe how the teacher implements a consideration of the students' physical development and/or Bronfenbrenner's Bioecological Model into instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples.

edTPA Prep

The teacher I'm observing is aware and involved in extending the student's circles. She has the students working with each other in group discussions and group presentations. In Bronfenbrenner's Bioecological Theory, this is interaction within the students' microsystems. She also has the students getting information from movie clips and articles (macrosystems). A summative assignment they are working toward is an oral presentation she calls "Youd Talks" (like TED Talks) in which they will talk about "success according to you." They are to talk to the class, telling about something they did that they were successful at and then they are to relate another person's story of success. This covers the self, microsystems of them and their peers, and another level of connection. Mesosystem, exosystem, and even macrosystems may be involved, depending on who they choose to speak about. She is giving them ample experiences to help them form their sense of self.

What does the teacher do to learn more about students' personal, cultural, and community assets?

 From what I've observed, this teacher is very friendly with the students and talks to them about what they are involved in. She attends games and activities and doesn't shy away from student interaction, but is happily involved with the students. I saw this during an assembly. She had many friendly interactions with current, former, and even students who haven't been in any of her classes.

How does the teacher incorporate those assets into instruction?

 I've witnessed the teacher helping students come up with reading lists by mentioning interests. I remember with a particular student, she told her that she didn't have to read a novel. Instead, she could read articles about soccer. That she didn't have to read a novel.

 How does the teacher use those assets to build relationships with students?

She uses assets to get to know the students and help them in ways that are specific to them and their needs. This lets the students know that she really cares about them. She's not just teaching to the high school masses, she's teaching individual students with unique sitations and needs.

How does the teacher demonstrate responsiveness to students with varied needs and backgrounds?

It doesn't matter what the student looks like, whether they're shy, or interactive, the teacher takes time to speak and help each student. I see no signs of favoritism, but at the same time, she is interested in the students and wants to help each one. I also saw the teacher, while giving instruction about oral reports, mention that she knows that there are students who have anxiety with public speaking. She encouraged them to go ahead and do their best, but if there were serious issues, they could speak to her and she would do what she could to help them.

Student Needs

What are these students' needs with regard to the topics above? What more could or should be done?

 I don't know what more could be done. This teacher seems proactive in doing everything she can to reach the student and help them to feel important to her.

Plans for your Lesson

How will you address these needs when you teach your mini-lesson to this class?

I already taught my mini-lesson. In fact, the teacher had me teach about MLA citation in all the classes she taught on that day, a total of four classes. I chatted with students in the class about the topic and attempted to engage in a small discussion. The first class started at 7:50 am. That class was a bit closed off and it was difficult to get them to respond. It helped when I got many of them out of their seats and we did an activity called "Human Citation." Each student involved in the activity was a different part of a citation (book title, author, publisher, period, comma, etc.) and the students had to decide where they belonged and line up in the correct order at the front of the class. That seemed to liven up the room and loosen up the students as their mesosystems of themselves, their peers, and me as the teacher interacted to accomplish a goal. This allowed for the "more knowledgable others" to help guide the other students. This also provided differentiated instruction by providing a kinaesthetic learning environment for the concept I was teaching. There was more eye contact and friendly banter that resulted from this activity and the whole class livened up.