Last weekend I was able to map out some dates that I want to teach my TPA lessons and when I should probably be video taping. I know now what date I want to check out my camera and when I will need to return that camera so that really helps me narrow plans. I talked with my cooperating teacher yesterday about my TPA, told her the camera dates, and we were able to sort of get an idea of the curriculum guide/unit I will be using during that time. Most likely my TPA will deal with multiplication and multiplication equivalencies. That might change depending on how lessons go the rest of this week and next week. I am hoping we are done with the unit we are working on now so we can move onto the next unit. That way I can give the unit pretest before I teach and use that as additional TPA data for my write up.
**One question I have is whether we are supposed to use the curriculum materials to write our TPA lesson plans so they fit with what students are working on, or are we supposed to create our own lessons on a concept we come up with?
Dr. Kaback,
For some reason I was unable to reply to your comment about the substitute teacher post, here is what I wanted to write:
Jane mentioned she tried to get some of the regular substitute teachers she likes, but they were all busy that day. After she could not get any of her regulars, she put it in the Mpls electronic sub pool and the job was open to anyone in the pool. (Not exactly sure how this system works...?)
Jane understood my frustrations and we just talked about some of the differences I noticed between an experienced teacher and a inexperienced teacher and how being educated on how to teach really makes a difference. Next time if she were to be gone again she will put specific notes about subjects I am going to teach.
Thanks for following up about the substitute teacher who wasn't a big hit in the classroom when he was there. Jane's explanation makes sense--I'm surprised the school/district is using so many subs so early in the year. Were you?
ReplyDeleteAnyway, to answer your question about the TPA, I've seen students teach their 3-5 lesson sequence using the scripted material in a teacher's guide, and I've seen students create their own 3-5 lesson sequence from scratch, based on a topic that fits in the curriculum scope. You have to work this out with Jane. (btw: I'm glad to know you're doing the TPA in this first placement--I thought you were going to do it in the middle school.)
Personally, I think the TPA experience is more valuable and rewarding when you create the scope and sequence on your own (under the influence of "professional" resources, of course), but your decision depends on your level of confidence and, perhaps more importantly, how much freedom your cooperating teacher gives you.
Which option do you like?