Oscar Hernandez April.24.

2023

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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

Dresses Appropriately for the situation. Practices self-reflection for improvement.
Models ethical/respectful behavior in all Invests time before and after school.
situations.

Core Values (TIU3)

Optimism Compassion

Additional Notes:
 Oscar Hernandez April.24.2023
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is caused by Learning is The learner’s Deals with

a change in behavior
in response to
caused by a past experiences humanity, its
external stimuli. change in and culture will freedom,
Positive knowledge and affect how they potential, and
Brief reinforcement will not just a change handle situations. dignity.
Description: lead to a repeat of in behavior. Place Therefore, Necessary to
“good” behavior,
where negative
more emphasis in learning is study the person
reinforcement will the changes of different for each as a whole. The
“dissuade” repeating mental processes. person. social-emotional
bad behavior. aspect is focused
in this theory.

Ivan Pavlov (1849 Jean Piaget (1896 Lev Vygotsky (1896 – Abraham Harold
– 1936) – 1980) 1934) Maslow (1908 –
John Dewey (1859 –
B.F. Skinner (1904 1952)
1970)
– 1990) Erik Erikson (1902 –
Theorists
Associated:
Albert Bandura 1994)
(1925 – Present) Benajmin Bloom
(1913 – 1999)
Howard Gardner
(1943 – present)
Jerome Bruner (1915
– 2016)

-Its important to remember that every theory of developmental psychology has its own
pro’s and con’s.
-While Behaviorism is an important concept, there are several glaring issues that cannot be
explained, such as how an individual can learn language without positive/negative reinforcement.
Notes: “Does not prepare the learner for problem solving or creative thinking…[but allows] for recall of
basic facts, automatic responses, or performing tasks”.
-Think of Cognitivism like a computer – prior knowledge (and their changes) is what impacts the
growth of the learner. Main criticisim is that this theory ignores important adult developmental
stages.
-With constructivists, they believe that learners bring their past experiences and cultures in
constructing their current knowledge. This theory focuses more on the self as everyone has
different past experiences.
-Humanism is similar to a pyramid. Until the lower levels are met, the individual cannot progress
to the next stage (psyciological needs > Safety > Social > Esteem > Self-Actualization).

IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationship
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
-Children learn how to
2 -4 yr olds manage their feelings.
Friends become more
important at age 5.
-Ex. Fear of the dark,
making imaginary
friends, becomes
competitive, needs
structure.
5- 8 yr olds -A child starts to learn to
become more
independent. There is
less focus on the family
and more on their
friendships. Begin to
transition from “self-
centered” behavior to
more group activities.
9-11 yr olds
-Children tend to be
more independent. May
be rude and loud
(extremes in mood).
May show attitude
change with their
schooling.
-Become more
12-14 yr olds comfortable interacting
with their community,
yet still depend on adult
support.
-Children begin to
detach themselves from
their parents. Less
emphasis on adult
15-18 yr olds approval, more on peer
approval and group
acceptance.
Oscar Hernandez April.24.2023
4. Retrieve 7. Retaining
5. Routing 8. Rehearsing
6. Re-exposing 9. Recognition
Physical Mental Characteristics /
-Children become -A child can start -Children start
more dexterous, thinking in reason becoming from clumsy
stronger, leaner, and and logic. Children toddlers to
taller. Begins to adventurers. Its
begin learning their important to keep
develop finer motor
alphabet, numbers, them engaged with
skills.
counting, letters, and activities, such as
-Growth rate is so on. sorting, simple chores,
continuous yet slowed drawing pictures,
down. There is a -Begins to think cutting with scissors,
greater development of logically about their and so on.
hand-eye coordination behavior. Start to
yet will still have some think more like their -Learning is best when
difficulty using smaller physical activity is
adult role models.
muscle groups (i.e., involved. Begin to
Attention span avg. is master physical skills.
fingers).
~20 min. More interested in
More variance in doing things than
height and weight. -Begin to develop a finishing them. More
Girls tend to be more sense of morals. sensitive to criticism,
subconscious about Attention span and will seek adult
their bodies than boys. increases and can approval.
Have same think more abstract
coordination in and plan. More -More emphasis in
muscles as adults, learning experiences.
emphasis in learning
though may still be Identify with members
the “why”. of the same sex. Easily
clumsy.
motivated and willing
-Some will experience -Begin to shift more to try new things.
growth spurts while form concrete to Extremely curious.
others are steadier. More abstract thinking. Enjoy cooperation.
conscious of their Tend to enjoy more
physical selves. These cognitive activities. -Changes in hormones
physical changes can can lead to mood
make the child feel swings. Can begin to
-More questioning and take more
uneasy.
uncertainty. Arguing, responsibilities. Self-
-May be general reasoning, and confidence. Should
awkward. Begin to go decision-making skills focus on developing
through physical improve. Challenge skills.
changes of puberty. Has assumptions/solutions
developed fine motor from adults. -Want more freedom
skills (though may still and leadership roles.
 Oscar Hernandez April.24.2023

Hattie’s most effective influences on instruction (throughout SS)

strategy to integrate with prior knowledge - .93 Meta cognitive strategies - .60
cognitive task analysis - 1.29 Summarizing - .79
scaffolding instruction - .82 Notetaking - .50
Small group learning - .47 Outlining and transforming - .66
Positive peer influences - .53 underlining and highlighting - .50
Self Regulation strategies - .52 Elaborative Interrogation - .42
Peer Tutoring - .53 elaboration and organization - .72
Classroom discussions - .82 Rehearsal and memorization - .73
Cooperative learning - .40 Summarization - .79
Imagery - .45 Appropriately challenging goals - .59
Concept mapping - .64 Questioning - .48
Elaboration and organization - .75 Teaching communication skills and strategies - .43
Transfer strategies - .86 Interactive video Methods - .54
Meta cognitive strategies - .60

What is Academic Language? (SS1)

The primary vehicle for learning and instruction. It is not only a means for communicating information, it also plays a
key role in deepening the understanding of important ideas.

Academic language is the oral, visual and written language that students need in order to understand, communicate, and
perform.

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. Learning vocabulary words before reading the text 4. Learning vocabulary in both written text and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

• Modeling with think-alouds

• Breaking a topic into parts
• Using graphic organizers/mind maps
• Creating opportunities for student conversation/discussion
 Oscar Hernandez April.24.2023
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think-Pair-Share Carousel

Brainstorm Webs Anchor Charts

Graphic Organizers

Venn Diagram Know-Want to Know-Learn (KWL) Chart

Advanced Organizers

T-Charts Venn Diagrams

Similarities / Differences

3-2-1 Summary Cornell Notes

Summarizing & Notetaking

Cues & Questions One Question, One Comment, Last Word

1-Minute Paper

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Design, assemble, construct, conjecture, develop.

Slideshow Creator, Adobe Spark Video

APPS:
Appraise, Argue, Select, Support, Critique
Evaluate
Twitter, Weebly
APPS:
Differentiate, Organize, Compare, Examine, Distinguish
Analyze
Excel, Popplet
APPS:
Execute, Implement, Use, Demonstrate, Operate, Sketch
Apply
Google Docs, Sketchbook
APPS:
Classify, Describe, Discuss, Explain, Select
Comprehension
Airtable, Clips
APPS:
Define, Duplicate, List, Memorize, State
Remember
Google Search Engine, Quizlet
APPS:
 Oscar Hernandez April.24.2023
Components of a social emotional learning program (SS12)
1. Self - Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision-making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

Is responsive to situations and students’ needs Keeps students engaged and interested in
Implements changes as suggested by peers and learning
admin. Incorporates technology to facilitate instruction

Create a welcoming space (CBM3)

1. “Am I in the right room?” Assist students to ensure their in the right classroom without driving up their
anxiety. Be helpful and friendly.

2. “Where am I supposed to sit?” As students begin to enter the classroom, assist them with their seating
by telling them where to sit or instructing them that they are free to sit where they please.

3. “What are the rules in this classroom?” Have several rules that are important to my classroom posed
somewhere where the sudents can see. Discussion concerning the rules can be had after students have
adjusted.
4.
“How will I be graded?” let students know how they will be graded asap (ex. Through a syllabus).

5. “What will I be doing this year?” Inform the students with how the classrooms will work through a
syllabus.

6. “Who is the teacher as a person? Introduce yourself to your students as soon as possible as to ‘break the
ice’ and assist students feel more comfortable in your room.
 Oscar Hernandez April.24.2023
Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No opt out. Teachers with high expectations don’t accept “I don’t know”, but expect students to be engaged and “give it a
shot”.

2. Right is right. Accept no half-answers but asks for complete and correct answers to questions.

Stretch It. This technique pushes a teacher to take correct answers and ask students to add depth or nuance to their
3. answers.

4. Format Matters. High expectations also means only accepting students answers in complete sentence with good grammar.

No Apologies. Teachers with high expectations don't apologize for what they teach. No more "Sorry I have to teach you
5. Shakespeare."

Begin with the End. This planning technique focuses on the outcome instead of what you want to do during the period.
6.

The Four M's. The four m's of planning are Manageable, Measureable, Made First, and Most Important.
7.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

Maintains a clean and orderly classroom Provides instruction bell to bell
Displays student work/projects Has materials for substitutes readily available

Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment Inc Blindness
Characteristics
Neurological disorder, cognitive abilities
range from gifted to cognitively delayed,
Usually identified in the first three years
of life, 4:1 male to female
Comination of vision and hearing loss
with a wide range of cognitive and
developmental abilities
Hearing impairment so severe that a
child is impaired in processing linguistic
information through hearing, with or
without amplification, that adversely
affects educational performance
Hyperactivity, aggression, withdrawal,
immaturity, learning difficulties
Articulation difficulties and language
delays, easily frustrated, difficulty with
oral expression, difficulty with
social/emotional skills
Struggle with overall academics,
attention, memory, make generalizations,
and trouble interacting socially
Hampered speech and communication
skills, challenges with mobility, need
assistance with everyday tasks, usually
has medical needs
Difficult to impossible to generalize
characteristics
Limited strength, vitality, or alertness
due to chronic or acute health problems,
such as asthma, ADD, and so on
The following may be impacted: reading
writing, oral language, math, study skills
Articulation disorder, abnormal voice,
fluency disorder, language disorder
Memory and attention concerns, social
skill concerns, emotional regulation
concerns, speech and language concerns,
and physical concerns
Spatial positioning, short attention span,
sensitivity to bright light, poor eye and
hand coordination or clumsiness, poor
academic performance
Oscar Hernandez April.24.2023
Impact on Classroom
Perseverate on a topic, struggle to attend to a
task or appear to not pay attention, difficulty
sharing/taking turns,
Require information to be introduced
deliberately and systematically, utilize Support
Service Provider (SSP)
Need special seating, written supplements to
oral instruction (visual aids), require eye
contact prior to speaking
Exhibit inappropriate behavior under ordinary
circumstances, not be able to maintain
relationships, display inappropriate
manifestation of physical symptoms or fears in
response to school or personal difficulties
Ear hearing aids or FM systems, read lips or use
ASL, need a quiet environment with many
visualsneed a slower rate of speech and clear
enunciation
Not be working on grade level materials, not
understanding social norms, struggle with
problem solving across all areas
Require multiple services, use alternate
communication methods, require alternate
curriculum materials.
Have no cognitive concerns, be integrated into
the general education setting all the time, use
assistive technology
Impacts on the classroom may vary
Impacts on the classroom may vary, such as
slower reading rate, frequent spelling errors,
difficulty copying, difficulty memorizing basic
facts, describing events, and interpreting sublet
messages
Tend to emerge at a young age, have difficulties
with comprehension, being understood,
expressing needs, ideas, or information, and
social interactions
Struggle to process visual information, follow
multi-step directions, struggle to communicate,
difficulty with grade-level work
Impacts in the classroom can vary.
 Oscar Hernandez April.24.2023
ARD Timeline Activity (E5)

#1 Initial Referral (IR)

#2 Notice/Consent for Initial

Evaluation
Within 60
Calendar
Days
#3 Initial ARD

Within
#4 Notice of ARD
30
Calendar
Days

#5 Full Individual Evaluation

3
Years
1
Year

#6 Yearly ARD

#7 Re-evaluation

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 Notice of ARD, Yearly ARD,
Dismissal Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
 Oscar Hernandez April.24.2023
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items Adapt the amount of time given for Increase the amount of personal
expected to learn or complete. completing a task or testing assistance to keep students on task or
reinforce the use of certain skills.

Example Example Example

Give a student with a 10-question Allowing a student to have more time Strategic pairing of students
assessment instead of 20 for certain to complete a test.
students.

Input Difficulty Output

Definition Definition Definition
Adapt the way the lesson is Adapt the skill level, problem type, or Adapt how a student can respond to
delivered to the student rules to how the student may approach instruction
their assessments.

Example Example Example

Providing visual aids, enlarge Providing sentence stems and word Allowing a student to respond to
text, hands-on activities banks for open-ended questions questions verbally instead of written.

Participation
Definition
Adapt the extent to which a student is
actively involved in a task.
Notes:
Most students will benefit from some form of modification or accommodation.
Reflect teaching practices based on the needs of the students.

Example:
During a project, adjust the
number of responsibilities for
students when necessary.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Positioning (cushions, splints)
1. Mobility (wheelchairs, canes,
(SP7CPE) 4.
crutches, etc)

Communication (Communication
2. Vision (glasses, magnifies, 5.
Communication cards) cards/boards/electronic devices)

Learning (adapted toys and games, braille,

3. Hearing (hearing aids, hearing loops) 6.
talking books)
 Oscar Hernandez April.24.2023
Venn Diagram of 504 and IDEA (E9)

D, G, H I, K, L A, C, E, F, J, P

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
 Oscar Hernandez April.24.2023

Suggestions for working with Students in Poverty (E12)

Refrain from making comments regarding the students Should I notice a student being ridiculed for their
1. clothing unless they are in violation of the school’s rules. 4. clothing, put an end to it immediately.

2. Work to boost the confidence of the suspected child of 5. Provide options to the students to complete what is
poverty. being asked of them. They may have jobs.

3. Do not make high monetary demands from the students. It is not fair to 6. Enforce high expectations of every student equally.
expect every student to afford items equally.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting texts

4. Increase social interaction among students related to reading

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Anticipation Guide Used before reading Provide 4-6 statements, have a column next them, agree/disagree, provides opportunities for
1. discussion

Paired/Partner Reading To be used during reading (fluency) Pair students (high and low fluency), provides support
2.

3. Word Map At any point during reading Visual organizer used to develop vocabulary
 Oscar Hernandez April.24.2023

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Adaptation of content, graphic organizers, leveled study guides

2. Build background Vocabulary self-selection, Content word wall, Concept definition Map

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, use variety of
techniques (graphic organizers, pre-teach key words, etc)

4. Learning strategies (this one should be easy!) Scaffolding techniques, graphic organizers, 1-minutes write ups

5. Opportunities for interaction Encourage more elaborate responses, homogenous or heterogeneous grouping,
foster student-student interactions

6. Practice and application Content delivered in a personally relevant way, small group interaction, modeling
correct english

7. Lesson delivery Content objective to be written and stated clearly, engage students 90-100% of time,
appropriate pacing

Opportunities to scaffold (such as paraphrasing), review key concepts (informal, formal, structured, etc.), frequent feedback (orally,
8. Review and assess in writing, and non-verbal communication)

Reflections on the Reading STAAR (TL4)

1. With the first question, students are expected to know the difference between figurative and literal
speech, as well as the difference between a tidal wave and a stream. The text never mentioned the
emotional state of the customers entering the deli, so “D” is incorrect. None of the costumers got
wet, so “B” is incorrect. If the stream of costumers was a change from a “tidal wave” to a “stream”,
then “A” would be incorrect as it does not demonstrate any change of pace, leaving the correct
answer “C”.
2. Question 3 asks for the definition of a term a student may not have been exposed to, but with the use of
context clues, can deduce its meaning. The narrator was upset he was unable to attend the festival like he
had planned. Throughout the story, he longed to be enjoying the festivities. This displays that the narrator is
unhappy with his situation. With what we know, we can deduce that narrator was neither relieved, anxious,
or curious, leaving the answer choice A to be correct.

3. Question 6 may prove some difficulty for students. Every answer choice is a conflict that the
narrator experiences. If the student lacks in fluency skills, then the central conflict may get lost.
However, only one conflict was repeated throughout the story via the narrator’s thoughts: that he
wouldn’t be able to spend time with his friends like he had planned. This leaves answer choice “C”
as the correct answer.
 Oscar Hernandez April.24.2023

Reflections on the Math STAAR (TL4)

1. Students can easily get the question wrong if they don’t understand the terms being used. For
example, with question 3 and the term “interquartile”. Interquartile means the middle half of the
distribution between data points. If the term in known, then the correct answer becomes more
apparent. Without that knowledge, the question can become a guessing game.

2. Question 2 is another case of understanding of the terminology being used. The question states that the
opposite of the number chosen was -53, so I feel most students will understand that the opposite of a negative
number is a positive one. The term “absolute value” may provide some confusion. No matter what the
integer is, its absolute value will always be positive. However without that knowledge, the question becomes
a 50/50 guessing game between answer choices “a” and “d”.

3. The questions presented are have accompanying text to them. This requires for the students to be
able to decode and understand what the text is saying in order to answer the question. However, if
the student is an ELL, then these questions may prove difficult, depending on their proficiency
level.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
 Oscar Hernandez April.24.2023

Three professional goals for my classroom (TL8)

1. I will improve my abilities to deliver varied lessons to keep students engaged and enrich their
learning.

2. Review lesson plan delivery to ensure all the needs of my students are addressed.

3. I will learn to make accommodations and modifications in my lesson plans so that I may facilitate
the learning of my ELL students.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. I will use various research-based strategies to facilitate the learning of my students. While there are various “best
practices” available, its important to understand that each strategy has a time and a place. Utilize those that are
best suited to the needs of the students.

2. In today’s society, and more so going forward, technology is becoming an important aspect of our everyday lives. Why
should this be any different in the classroom. Depending on the availability of technology, the socioeconomic
backgrounds of my students, and campus resources, I plan to utilize technology as much as possible. Several examples
include canvas, Smart Board technology, chromebooks, and various different free apps. However, this may not be
possible in every school in every district due to the economic backgrounds of the students.

3. Important elements of lesson planning for student success is focusing on the needs of the students. Each class’s needs
will vary. No two will be the same. With that in mind, its important to adapt and manipulate your lesson plan in order to
best serve your students. This can be in the form of modifications and accommodations, re-teaching and re-exposing
students to material the class is struggling on, or providing more resources, such as implementing graphic organizers,
strategic grouping, and so on.

4. I only have three true “non-negotiables for my classroom. Those three are a.) no cell phone use during class time, b.) if
you do not understand something, ask, and c.) respect people the way you want to be respected. While students are on
campus, the most important thing for them is their education.

5. The best way I can assure that all my students have an equal opportunity to mastering the content is by providing them
with adequate modifications and accommodations. Making the content accessible to everybody, and encourage them
when they do well, will ensure that material is retained in the minds of the learners.
 Oscar Hernandez April.24.2023

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

Is prepared for emergencies in the classroom Maintains a positive attitude in difficult
Submits required reports and paperwork on time situations
Is available for tutoring, before and after school

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

Displaying consistency in grades – no extremes Conducting assessment after each lesson
Collecting, reviewing, and analyzing student data Providing re-teach opportunities after each skill

NOTES:
 Oscar Hernandez April.24.2023

CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR

CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.
Oscar Hernandez April.24.2023