Engaging and Supporting Students in Learning

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Table of Contents

Description of the Domain C and the TPEs
Application of the Domain across all TPEs
Personal Views on the Domain and the TPEs
Artifact 1 and the Domain
Artifact 2 and the Domain
Works Cited

Description of the Domain C and the TPEs

In teaching, each Domain has its purpose and impact on an educational process. Teachers should be also aware of a single detail of each TPE and know how to implement the required TPE within the Domain. The current paper aims at discussing and summarizing Domain C: Engaging and Supporting Students in Learning and the necessary TPEs (4 – Making Content Accessible, 5 – Student Engagement, 6 – Developmentally Appropriate Teaching Practices, and 7 – Teaching English Learners) along with the artifacts that have been chosen for a project (Commission on Teacher Credentialing A-11). Classroom activities, the necessity to develop a lesson plan, and the evaluation of an individualized education program are the three main factors that help to comprehend how it is crucial to engage students in an education process, support them in learning, and consider their disabilities to offer related services and make sure they learn the material on a proper level.

According to TPE-4, teachers should be ready to incorporate strategies, instructional activities, and their own experiences to make the educational content accessible for all students. It is necessary to provide students with the time, additional material, and technologies to encourage their creativity. TPE-5 explains how students should be engaged in an educational process and how teachers should ensure their students in their abilities to overcome challenges using their knowledge. TPE-6 aims at describing different teaching practices by the schooling phases. Students at different ages have their requests and abilities, and teachers have to comprehend the difference between the practices they can use. Finally, TPE-7 that touches upon the details of how to teach English learners helps to comprehend how it is necessary to support the development of literacy in English and which programs should be implemented to encourage English speakers into different activities.

If all the above-mentioned TPEs are taken into consideration, the success of the Domain according to which students should be engaged and supported in learning is possible. Teachers have to understand that their task is not only to explain new material and think about the surroundings for their students. Their practice should be based on the idea to attract students’ attention, prove the importance of education, and offer the required portion of help at any time.

Application of the Domain across all TPEs

The Domain under discussion implies the combination of different techniques and strategies as well as a successful implementation of all TPEs at the same time. It is not enough to consider some ideas, some expectations, and some techniques. The education process should be properly organized and explained to students. However, there are many teachers, who make a mistake and start explaining to their students what should be done and how exactly everything should be done (Lemov 161). This is why it is important to think about the expectations and choose the most appropriate strategy for implementation.

For example, to address the needs of English language learners, SIOP (Sheltered Instruction Observation Protocol) may be used (Orlich, Harder, Callahan, Trevisan, and Brown 61). This strategy has eight components and aims at meeting all academic needs of ELLs (Orlich et al. 61). With the help of this strategy, teachers get to know how to support ELLs, provide an encouraging environment using group work and cooperation with peers, promote classroom interactions, and build confidence within students. Teachers should follow the reactions of students on each offered innovation or idea and think over the possible understanding of a task to predict possible challenges and methods of their overcoming.

Personal Views on the Domain and the TPEs

The educational importance of the Domain across the included TPEs is evident indeed. It is useless to neglect the fact that the way of how teachers can support their students in learning defines the quality of education. Students may want to know more, but may not have enough abilities to achieve the desired results. Students can spend much time on education, but cannot grasp the material on the necessary level. This is why teachers should follow the academic content being accessible for students, instructional objectives being clear to all students, practicing being properly chosen in regards to students’ skills, and English learners being stimulated. And all the above-mentioned concepts are the main ideas of the TPEs that may be implemented within the Domain C.

Artifact 1 and the Domain

The first artifact under evaluation is a lesson plan according to which Charlotte Bronte’s Jane Eyre is introduced to students. The structure of the plan is successful: objectives are identified, instructional strategies are mentioned, and differentiated components are properly explained. Another peculiar feature of the plan is the necessity to address the needs of English language learners. There is a separate column in which the description of certain activities is given. The chosen artifact may be required because of several reasons: first, a teacher gets a chance to improve personal skills and background knowledge on a subject, participate in planning activities and developing strategies, and learn how to work with students with disabilities; second, students are sure to get the necessary portion of support and explanations on how the material should be studied and learn what to expect from a course; and, finally, the plan seems to meet all TPEs of the Domain C.

The plan demonstrates how ELLs should be supported during the class, explains how the whole-class activities should be organized and mentions a special approach to the educational process of students with specific learning disabilities. In general, the artifact seems to be a good choice to prove that the idea to engage and support students in learning by a variety of means cannot be neglected and should be implemented at the beginning of any educational process.

Artifact 2 and the Domain

The second artifact that is chosen for the analysis is an individualized education program (IEP). As a rule, IEPs help to choose the most appropriate ways of educating children with learning disabilities (Churchill, Mulholland, and Cepello 25). The IEP under consideration presents a clear picture of a student, her skills, abilities, behavior, and the challenges she can face during the education process. It is required for the chosen Domain due to the possibility to understand how a student may and have to be supported and encouraged in learning. Using the artifact, teachers can think about the most appropriate teaching strategy and realize how helpful they can be to a particular child.

The artifact helps to comprehend that the proves of engaging and supporting students in learning is crucial and has to be considered by all teachers, who want to provide their students with a high-quality education and make them capable to accept the world around as it is neglecting their disabilities.

Works Cited

Churchill, Lisa, R., Mulholland, Rita, and Cepello, Michelle, R. A Practical Guide for Special Education Professionals, Boston, MA: Pearson, 2007. Print.

Commission on Teacher Credentialing 2013, California Teaching Performance Expectations. Web.

Lemov, Doug. Teach Like a Champion 2.0.: 62 Techniques that Put Students on the Path to College, San Francisco, CA: Jossey-Bass, 2014. Print.

Orlich, Donald, Harder, Robert, Callahan, Richard, Trevisan, Michael, and Brown, Abbie. Teaching Strategies: A Guide to Effective Instruction. Belmont, CA: Cengage Learning, 2012. Print.

Click Here To Order Now!