Getting Started with TPAUW Madison School of

Education

Majo

r TPA

Task

s 1. Planning, Instruction and

Assessment 2. Instructing and Engaging Students in Learning 3. Assessing Student Learning 4. Analyzing Teaching

Selecting a focus. . .

Comprehension

Aspects of narrative structure (e.g.,

beginning, middle, end; problem/solution;

prediction)

Aspects of non-fiction texts (e.g.,

cause/effect; facts/opinions; analyzing an

argument;)

Aspects of procedural texts (e.g., sequence

of activities; attending to details)

Dimensions of critical literacy (e.g.,

analyzing/critiquing texts; how does this

text position the reader?; who is this text

written for?)

Composition

Word choice (e.g., using compelling

language; alternatives for “said”)

Writing an essay (e.g., 3/5

paragraph essay; building an

argument; topic sentences)

Descriptive language (e.g.,

describing people, describing

places)

Writing a critique (e.g., critiquing

text; critiquing a school policy)

TPAC

Tas

k 1:

Pl

anni

ng In

stru

ctio

n an

d As

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t

Describe your instructional context. Select a learning segment of 3–5

sequential lessons related to the

comprehension and/or composing of

text Consider your students’ strengths and

needs Create lesson plans and an assessment

plan for the learning segment

Explain what you know about your

students and the rationale for the

plans. Make daily notes about the

effectiveness of your plan

The Students

and the

ClassroomDescribe your instructional

context.

Consider your students’

strengths and needs

Explain what you know

about your students and

the rationale for the plans.

About the subject area/course you are teaching4. What is the name of the course you are documenting? Fundamentals of Biology5. What is the length of the course? ⌧ one year 6. What is the class schedule? 50 minutes every day7. Is there any ability grouping or tracking in science? If so, please describe.Yes, for relevance to this particular class, see response to Prompt 2.8. Identify any textbook or instructional program you primarily use for science instruction. If atextbook, please provide the name, publisher, and date of publication.The textbook for the class is “Biology,” published by Glencoe Science in 2009. However, we only occasionally (2-3 times monthly) use the textbook for assigned readings.

9. List other resources (e.g., SmartBoard, scientific calculators, on-line resources) you use forscience instruction in this class.Projector to display what is on a computer monitorMicroscopesWhiteboards w/ markers

About the students in the class featured in this assessment10. Grade level composition: Sophomores: 7 Juniors: 311. Number of:a. students in the class __10__b. males __7__ females __3__c. English language learners __2__d. students identified as gifted and talented __0__e. students with Individualized Education Plans (IEPs) or 504 plans __3__

Although considered a “regular education” science class, Fundamental of Biology is a class designed for students that may have difficulty in passing the Biology class. Although the students are able to self-select into the class, the placements are largely based upon teacher recommendations.Because the class is considered “regular education,” we are expected to maintain consistency with the content of regular biology classes, specifically to remain consistent with Wisconsin’s Model Academic Standards for Science. However, this is expected to be the last year that this class will be taught; my cooperating teacher teaches all three sections, and I have not experienced any top-down constraints regarding expectations for this learning segment.

The Lesson Plans

Select a learning segment of 3–5

sequential lessons related to the

comprehension and/or composing

of text

Create lesson plans and an

assessment plan for the learning

segment

Make daily notes about the

effectiveness of your plan

Sam

ple

Less

on

Plan

(Scie

nce)

Essential Questions: What is cancer?

What causes cancer?

Big Ideas: Students will be recording five big ideas during the course of the learning segment. These will serve as reference points for students to make connections and ensure accountability for one’s own learning of the content.

1. A cell’s DNA regulates its growth and reproduction. 2. Cancer cells grow and reproduce in an uncontrolled way. 3. A cell becomes cancerous when several of the genes which control growth and reproduction become mutated. 4. 10% of the genetic mutations which lead to cancers are inherited 5. Exposure to carcinogens will increase the likelihood of developing cancer.

Inst

ruct

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l Pr

oced

ure

Day 1: DNA is a regulator of cellular growth and reproduction Part 1: Regulation of Cellular Growth The class will be presented with the following idea: Every person in this class and every human in the world started as just one single cell. How did that one cell “know” to grow and divide in ways that over time would lead to a baby capable of surviving outside of the womb? To reinforce the idea behind this question I will show Video 1 (see the Resources section) depicting the process of an unfertilized humanegg becoming fertilized and developing during the first eight weeks of pregnancy. The video will be muted so that students can interpret the images personally. I will then follow up with another related question: Additionally, after birth, how do the cells of a baby’s body “know” to grow and divide in ways that will allow that baby to grow into an infant, a small child, a teenager, and eventually a full-grown human adult?

Explore the lesson plan and

the activity with a partner. . .

Explore the lesson reflection

Questions?