Planning Instruction and Designing Learning Experiences for All Students

olivinephysiologistInternet and Web Development

Dec 5, 2013 (4 years and 27 days ago)

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Possible Evidence for CSTP 4


Planning Instruction and Designing Learning Experiences for
All Students


Element

Examples that might demonstrate the standard

How does this look in the context
of the PT’s teaching assignment?




4.1

Drawing on
and valuing
stu
dents’
backgrounds,
interests, and
developmental
learning needs








PT actively learns about his or her students through:

Possible Methods



Home visits



Consultations with
colleagues



Conferences with parents



Review student files






Student interest surveys



L
earning styles
questionnaires



Get to Know You activities



Journal entries






PT incorporates students’ culture, background knowledge
and interests into instruction



PT is familiar with and sensitive to the background of
students in different ethnic, language,

socioeconomic and
exceptionality groups



Plans strategically for the range of physical and academic
development exhibited by the students



PT scaffolds and extends instruction, allowing students to
build on previous learning experiences








4.2

Establishing
a
nd articulating
goals for
student
learning





PT establishes and communicates the learning goals for
each lesson



PT breaks down larger goals / standards into manageable
learning goals



Learning expectations are consistently high; goals are
chosen to provide

appropriate levels of challenges in
response to the needs of the students



Goals address both short
-
term and long
-
term learning



PT modifies or adjusts the learning goals to meet the
needs of particular students





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Element

Examples that might demonstrate the standard

How does this look in the context
of the PT’s teaching assignment?




4.3

Developing
and
sequencing
instructional

activities and
materials for
student
learning





PT sequences learning activities over time to help students
achieve larger goals / standards



PT activates prior knowledge or learning to help students
achieve the new content or skill



Instructional strategi
es are chosen so that each student
can engage with the content in a way that leads to mastery



PT offers a variety of materials or options within activities
that reflect multiple learning modalities



PT anticipates and responds to differences among
students
by providing a range of materials and/or levels of
support during the learning activities



PT ensures that all students have the knowledge,
skills
and materials needed to be successful in the learning
activity:




PT can examine a learning goal and determine the
knowledge and skills that will be required to achieve the
goal



PT can identify and explain the connections between the
learning goals a
nd the activities and materials that will be
used; provides the appropriate instruction if prerequisite
skills and knowledge are lacking


Items to Consider



Vocabulary



Reading level



Conceptual development



Writing ability



Language acquisition level



Assessment data



Procedural knowledge



Ability to work wit
h others

Instructional Materials


Does the student have access to…



Textbooks



Crayons, markers, paints



Workbooks



Audio tapes



computer



Manipulatives



Handouts/worksheets



Scissors, glue



Paper, pencils, pens


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Element

Examples that might demonstrate the standard

How does this look in the context
of the PT’s teaching assignment?






4.4

Designing
short
-
term and
long
-
term
plans to foster
student
learning






Planning includes breaking down knowled
ge, skills, and
abilities into logically sequenced lessons



PT sequences short
-
term lesson plans to achieve a long
-
term learning goal



PT understands the content and determines which
elements must be mastered as a prerequisite to another



Materials and activi
ties are identified and used to support
the standards
-
based curriculum; the textbook does not
drive the curriculum



PT develops a year
-
long curricular calendar so that the
essential content is distributed across the academic year



PT draws upon knowledge of
the subject matter to identify
where the current lesson or learning activity fits within the
broader scope of the discipline as a whole



PT estimates the time necessary to complete the learning
activities to ensure that they can be finished within the time
available







4.5

Modifying
instructional
plans to adjust
for student
needs





PT determines, before, during and after a lesson, whether
students are making progress toward the learning goals



PT modifies his or her instructional plans to reteach the
missing
concepts, methods, or skills, and/or incorporate
further work in future instruction



Modifications made in response to observed difficulties
might include:




Supplying different types of
examples



Providing more structure for
an activity



Approaching a concept

through different mediums



Extending the period of time
for students to work



Scaffolding an activity so
that students can
accomplish more than they
might on their own




Multiple strategies for checking student understanding are
used during the learning pro
cess


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Element

Examples that might demonstrate the standard

How does this look in the context
of the PT’s teaching assignment?



PT makes changes in plans in instruction if students are
not making progress



Analyzes student work to inform future planning



PT responds to signs of student misunderstanding with a
wide repertoire of modifications to accommodate diverse
student needs





UA 3

Using a variety of
strategies that
support English
Learners to access
the content, develop

concepts, learn
academic language
and build thinking

skills





Materials and activities are structured in a way that makes
the content accessible, given
their current level of
language development



PT is sensitive to the verbal and nonverbal signals that
each English Learner might use to indicate that she or he
does not understand what is expected



PT provides graphic organizers to help students
understand t
extbook passages



PT integrates ELD, SDAIE and academic language
components into all lessons



Level of language proficiency is considered when planning
instruction and student activities



Reading, writing, speaking and listening components are
included in mos
t lessons



Students are provided with many structured opportunities
to practice oral language in the classroom setting



PT maintains high expectations for English Learners while
providing the needed scaffolding that leads to academic
success