Contexts of Development TIPR + edTPA Prep

Current Teacher Behavior

1. Describe how the teacher implements a consideration of the students' physical development and/or Bronfenbrenner's Bioecological Model into instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples.

My cooperating teacher implements Brofenbrenner's Biological Model into instruction, assessment, and procedures by first getting to know all of his students individually. From what I can tell, he has a great relationship with each of his students (microsystem). The main part of Brofenbenner's Model that he encompasses is the mesosystem. The mesosystem is the relationship between the individual and their school teachers/administrators. I have noticed that many of the students come to my cooperating teacher to let them know things that are going on in their life. Because of this, the students have a great relationship with him because he is very understanding and comforting. This is part of the exosystem.  The macrosystem encompasses cultural, societal, and religious beliefs. He does a good job discussing religion when asking the students where they would want to serve their LDS mission. Some students brought up how they are going to serve missions once they graduate and the teacher discussed with them more about this topic. He also relates to the students culture by changing up the exercises and incorporating ones from other countries and cultures. 

edTPA Prep

Also answer the following questions:

1. What does the teacher do to learn more about students' personal, cultural, and community assets?
1. The teacher connects with the students in multiple ways to find out their various assets. He connects things that he knows about them in a way to motivate them. An example of this was when a soccer player was slacking during the workout. The teacher helped motivate him by saying that by completing these workouts will help him have an advantage when it comes to tryouts. He also learns more about his students personal life by asking them how their weekend was, how their day was, how their game/performance went, etc... He also 
2. How does the teacher incorporate those assets into instruction?
1. He incorporates these assets into his instruction by asking them questions about their weekend, game, etc while he is taking role. I like that he does this because it is a good way to kill two birds with one stone. He is taking role and also making it less boring by having meaningful and thoughtful discussions with his students. 
3. How does the teacher use those assets to build relationships with students?
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4. How does the teacher demonstrate responsiveness to students with varied needs and backgrounds?

Student Needs

2. (one paragraph) What are these students' needs with regard to the topics above? What more could or should be done?

Plans for your Lesson

3. (one paragraph) How will you address these needs when you teach your mini-lesson to this class?