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Special Edtpa Planning Commentary Example Modified E

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Special edtpa planning commentary example Modified e - Project 1: making plans observation reply to the activates underneath (no greater than nine single-spaced pages, inclusive of activates) via typing your responses inside the brackets. Do not delete or regulate the activates. Pages exceeding the maximum will not be scored. Task 1: making plans observation reply to the activates beneath (no extra than nine single-spaced pages, which include activates) through typing your responses inside the brackets. Do no longer delete or adjust the prompts. Pages exceeding the maximum will no longer be scored. 1. Significant focus a. Describe the valuable awareness and motive for the content you will educate within the mastering phase. [ students will be learning about evolution and types of science that rely on evolution to explain their observations. Students will learn the process by which evolution takes place, as well as related ideas regarding the nature of science. ] b. Given the principal attention, describe how the requirements and mastering objectives within your getting to know section deal with the usage of science ideas and the capability to use scientific practices via inquiry to increase proof-based totally causes for a actual-global phenomenon. [ the standards and learning objectives within my learning segment address the use of science concepts and the ability to apply scientific practices through inquiry to develop evidence-based explanations for a real-world phenomenon by stating when students will use inquiry, analyzing observations or data, evaluating evidence and using reasoning skills to develop their understanding of the content and related ideas regarding the nature of science. ] c. Explain how your plans construct on each different to assist students understand relationships among scientific concepts, medical practices, and the phenomenon in the gaining knowledge of phase. [ as each new concept is introduced, students will have opportunities to tie what they are learning to content learned in previous lessons and units. These primarily come in the form of critical thinking questions to be discussed in partners and as a class. Some of them are found on related worksheets, and some on exit tickets. Ties are also drawn to scientific practices through the article students read about darwin, and discussions surrounding the study of fossils and the classification of the species. ] 2. Expertise of students to tell teaching for each of the activates below (2a–b), describe what about your students with recognize to the vital recognition of the learning segment. do not forget the type of learners in your class who may also require one-of-a-kind strategies/help (e.G., college students with ieps or 504 plans, english language rookies, struggling readers, underperforming students or those with gaps in academic expertise, and/or talented students).

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