Standard 7: Planning For Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Artifact 1: Design for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Artifact 1: Design for Instruction
Description: The design for instruction assignment required that I create a pre-assessment for my students. The pre-assessment was designed to match my learning goals. I created a table that shows each students individual scores. I explained how these results would guide my instruction relating to differentiation, modifications, group and instructional methods.
Rationale: This assignment is the perfect example for meeting this standard because it shows that I was able to plan instruction that meets every students needs from the first lesson to the summative assessment. Because the students scored surprisingly well for a pre-assessment, I had to design my instruction to be more challenging and thought provoking than originally planned. This artifact also mentions the multiple uses of technology and their place in each lesson. The lessons were varied in instructional methods and were easily modified or extended for what each student needed. The goal of each lesson was to get all students to meet the overarching learning goals and each specific lessons objectives.
Artifact 2: Contextual Factors Analysis (CFA)
Rationale: This assignment is the perfect example for meeting this standard because it shows that I was able to plan instruction that meets every students needs from the first lesson to the summative assessment. Because the students scored surprisingly well for a pre-assessment, I had to design my instruction to be more challenging and thought provoking than originally planned. This artifact also mentions the multiple uses of technology and their place in each lesson. The lessons were varied in instructional methods and were easily modified or extended for what each student needed. The goal of each lesson was to get all students to meet the overarching learning goals and each specific lessons objectives.
Artifact 2: Contextual Factors Analysis (CFA)
Description: The Contextual Factors Analysis describes the community, district, school, and classroom factors of Noble High School in North Berwick, Maine. This paper required me to research information about all of these aspects and describe how they may affect the teaching and learning process. This assignment helps student teachers understand their students' backgrounds and what their home lives may be like.
Rationale: The CFA shows evidence that I met this standard in a few different ways. The community factors section of the CFA showed me that my students do not come from very racially or linguistically diverse backgrounds. However, there is diversity in the families’ socioeconomic backgrounds and this can have a major effect on how I plan for instruction. Another huge part of the assignment was administering and interpreting a multiple intelligence survey. This clearly shows individual learning differences. It is my job to then take this data and apply it to my design for instruction and make accommodations for specific students.
Rationale: The CFA shows evidence that I met this standard in a few different ways. The community factors section of the CFA showed me that my students do not come from very racially or linguistically diverse backgrounds. However, there is diversity in the families’ socioeconomic backgrounds and this can have a major effect on how I plan for instruction. Another huge part of the assignment was administering and interpreting a multiple intelligence survey. This clearly shows individual learning differences. It is my job to then take this data and apply it to my design for instruction and make accommodations for specific students.