Domain A: TPE 3.

2 Artifacts Supporting Documentation

Domain A: TPE 3.2 Artifacts Supporting Documentation

Aaron Mancilla

National University

023060682

TED 690

Professor Clifton E. Johnson

February 5, 2021
Domain A: TPE 3.2 Artifacts Supporting Documentation

Abstract
On this paper, I will explain how I met competency for TPE 3.2 by providing a graphic
organizer. I will explain how the graphic organizer assisted students to determine the dependent
and independent variables. Lastly, An explanation of how this graphic organizer represents an
UDL strategy, and a reflection of why I designed the graphic organizer.
Domain A: TPE 3.2 Artifacts Supporting Documentation

Introduction

To demonstrate competency for TPE 3.2, I provided a graphic organizer to assist students

in setting their independent and dependent variables. I used the knowledge of students and how

they were struggling to set the correct variables to formulate the slope or rate of change. I also,

designed a graphic organizer to assist students to facilitate student understanding of subject

matter. This graphic organizer served as an accommodation to meet the needs of all the students

in an Algebra 2 class.

Explanation

TPE 3.2 was met by providing a graphic organizer about how to determine independent

and dependent points. Using an UDL strategy I provided a graphic organizer to facilitate student

understanding. This graphic organizer presents the independent variables to be the x-values and

the y-values to be dependent. According to the UDL strategies, graphic organizers are “One of

the most effective ways to make information more accessible is to provide explicit cues or

prompts that assist individuals in attending to those features that matter most while avoiding

those that matter least” (UDL). On this graphic organizer, I promoted explicit cues that facilitates

student understanding. Only the important keywords were included so that students would

identify and assign the correct variables. This was an accommodation to promote student access

to the subject matter of select the points to determine rates. Another reason, I used this graphic

organizer was because it provided examples of dependent and independent variables. Those

variables can be considered vocabulary terminology as students would be able to see that the

elements on the dependent list deals with a change of distance or score. While, the change in the

independent list deals with change in time. McKenna and Robinson emphasize that graphic

organizers promote “general vocabulary development” (McKenna & Robinson, 2014, p.91) for
Domain A: TPE 3.2 Artifacts Supporting Documentation

students. I used these graphic organizers to help students understand the development of

vocabulary/keywords and concepts that were used to calculate rates. This promoted students

access to the curriculum.

Reflection

As I reflect on this graphing organizer, I also need to reflect on the reason this graphic

organizer was provided. I designed this graphic organizer for an algebra 2 class. When I was

doing my student teaching clinical hours, the master teacher at that time was teaching the first

class. On the following day I would teach the rest of the classes. During my observation of the

engagement of the students, they seem that they didn’t understand how to determine the

variables. Most of the time they were silent and did not engage. As I review their homework

scores, I realized that the majority of the students did not evaluated the rate of change correctly.

It seems that they were confusing the variables and were using them incorrectly. At that moment,

I designed a graphic organizer that would assist students to determine the correct variables. As I

was teaching the lesson, I realized that students were understanding how to determine the correct

variables. This was also visible on their homework scores. In the future, I will provide more

graphic organizer for my classes.

Domain A: TPE 3.2 Artifacts Supporting Documentation

References
McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: Reading and writing in the
content areas  (2nd Ed.).  Boston, MA: Pearson.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org