Sie sind auf Seite 1von 7

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual Becomes aware of needs.
development to plan Is aware of impact of bias potential areas of bias Planning addresses bias, Engages students in the
instruction. on learning. and seeks to learn about Examines potential stereotyping, and analysis of bias,
culturally responsive sources of bias and assumptions about stereotyping, and
pedagogy. stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Based on information Students are grouped
from the most recent according to level of letter
formal assessments I knowledge based on a
modify the curriculum’s pre-assessment given
lesson plan to meet the before a four-week lesson
needs of the class as a series. Small group
whole. I make a few more activities are
modifications based on differentiated based on
informal observations the needs of the small
made during small group group. 12/10/18
interactions. 7/18/18

When planning an activity I use a formative


I try to think if I have assessment at the end of a
students who for any unit to determine which
reason may not be students need to review
permitted to participate. I letter concepts,
check with parents to see particularly letter names
what alterations I could and sound
make so that all students correspondences. I use
can be involved. 7/18/18 the data from this
assessment to evaluate
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

the effectiveness of the


lessons that I used and
determine if there is
anything in my teaching
strategy or lesson
planning that needs to be
modified, added, or
removed. 5/9/19

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 7/18/18 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


Prior to a lesson I inform
the students what the
lesson will be about and
go over previous lessons
to connect with prior
knowledge. 7/18/18

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student learning. short-term instructional
learning plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


I formulate my lessons
taking into consideration
the scope and sequence of
the curriculum and the
academic expectations
based on our district’s
assessments. Some
modifications are made in
relation to terminology
and concept presentation
based on my evaluation of
the students using both
formal and informal
assessments. 7/18/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies to address learning styles of strategies specifically
guidelines. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
4.4 Planning 7/18/18 responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student needs and styles. Facilitates opportunities
strategies to meet the content, learning, and Seeks to learn about Integrates results from a for students to reflect on
learning needs of all language needs through students’ diverse learning Uses assessments of broad range of their learning and the
students data provided by the site and language needs students’ learning and assessments into impact of instructional
and district. beyond basic data. language needs to inform planning to meet strategies to meet their
7/18/18 planning differentiated students’ diverse learning learning and language
instruction. and language needs. needs.

During lessons I use Letter knowledge lessons


visual diagrams to help are supported using
represent abstract literacy centered
concepts or to clarify apps. During a lesson on
concepts such as rhyming the letter "c" a tracing
and initial sounds. activity is used which
7/18/18 repeats the name of the
letter "c". Then, using the
During small group I same app, a story and
move from table to table song are presented which
asking students questions highlight the /k/ sound.
or observing their work 12/10/18
to check for
understanding. I also During small group
confer with my aide to intervention students are
see which students may grouped based on
need more support. instructional need and
7/18/18 given specific
activities. One group,
which needs support with
letter sound, utilizes the
story and songbook to
focus on the letter-sound
correspondence. The
second group, which
needs support with
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


learning the letter name
and letter sound,
practices with the tracing
activity, which repeats the
letter name, and the story
and song book. 12/10/18

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating


Based on information During a whole-group
from the previous formal lesson on solid (3-D)
assessments and shapes I observed some
observations made students trying to the
during large and small names of flat (2-D)
group lessons and shapes. I used Magna-tiles
activities. I may alter the to demonstrate the
script provided by the relationship between flat
curriculum, or I may and solid shapes. I
choose to review a lesson continued to use the
with changes in the way it Magna-tiles during small
was presented (e.g., read group instruction to
a story instead of using reinforce the concept.
manipulatives). 7/18/18 12/10/18

Das könnte Ihnen auch gefallen