TED 690 – Domain F Artifact#2 Lit Review

Armando Ramos

National University
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Abstract

The following information discusses the selection of “Artifact #2: SDAIE Strategies” from my

Professional Development Quest Portfolio (PDQP). Artifact #2 is highlighted in this essay

because it was one of the most impactful experiences in my emerging teaching career. It helped

me understand the different ways we can teach students in the classroom using differentiation

and scaffolding.
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Artifact #2: SDAIE Strategies

The most important class that I have attended early in my teaching credential program is TED

623: “Language Development Methodology for Secondary and Middle Schools.” This course

was the first class that introduced me to “Specially Designed Academic Instruction in English”

(SDAIE) strategies. On a few occasions, SDAIE strategies were discussed at my employment but

rarely elaborated. I felt like I did not fully comprehend the purpose of SDAIE strategies. After

taking TED 623, I understood the purpose of these strategies and how they can help all students

and individual students. The approaches help cater to the student’s needs; it’s an effort to adapt

content to the best way the student learns and retains knowledge. In the article, “Specially

Designed Academic Instruction in English (SDAIE): More Than Just Good Instruction” they

author’s claim that SDAIE strategies “offer an opportunity to develop effective and innovate

practices to incorporate English Language Learners (ELLs) in Mainstream settings” (Cline and

Necochea 2003) which heavily supported my teaching pedagogy. Understanding the different

ways I can scaffold content to ensure every students understands allowed me to successfully

teach Common Core State Standards to all of my students effectively. Leanring these approaches

and practices changed the way I developed my lessons, delivered content in the classroom,

graded student work, and carried discussions with colleagues and parents about the different

ways the student is able to learn content. One of the most essential parts of SDAIE strategies that

I learned is continuous bridging. For a while, I would assume the students would remember their

previous lesson when in fact it is important to conduct a formal review session of the previous

lesson prior to introducing new content. Now, when I plan new lessons, I ensure to incorporate

enough time to review previous content prior to introducing new material and will be especially

important when teaching language for “In the SDAIE approach… teachers plan lessons not only
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to meet curricular objectives related to content but also to include appropriate language

objectives for their students” (Genzuk 2011).

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References

California Commission on Teacher Credentialing (2013, March). The California teaching

performance expectations. Retrieved from https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2013.pdf

Cline, Z., & Necochea, J. (2003). Specially Designed Academic Instruction in English (SDAIE):

More Than Just Good Instruction. Multicultural Perspectives, 5(1), 18. https://doi-

org.nuls.idm.oclc.org/10.1207/S15327892MCP0501_4

Genzuk, Michael. “Specially Designed Academic Instruction in English (SDAIE) For Language

Minority Students.” www.csudh.edu, Center for Multilingual, Multicultural Research

Occasional Paper Series, 1 June 2011, www2.csudh.edu/tsr/assets/genzuk-sdaie-

2011.pdf.