Planning for Instruction
2. Incorporates differentiated strategies, resources, and accommodations for individuals and groups of learners to meet learning goals.
5. Uses formative and summative assessment data, prior learning knowledge, and learner interest to plan instruction.
5. Uses formative and summative assessment data, prior learning knowledge, and learner interest to plan instruction.
Since my classroom this year was GATE we had to make a lot of accommodations for students who often got ahead in their work. It was often a struggle to keep those students from just doing busy work or sit around. One of the resources I loved using was SuccessMaker. The lessons were tailored to each of the students' academic level in both ELA and Math. Students who are at a higher level, were challenged and spent more time on their work so they weren't sitting around as often. And since we were on the computer students also got to practice typing on Dance Mat typing.
Throughout the year students also took School City exams. These exams are online and are tested on the AZ College Readiness Standards. This website has been vital in our instructional planning. It shows the exact problem students got wrong, which problem the most students got wrong, what standard the question is, and so much more. Based on this information my mentor and I were able to see where our students were struggling and were able to recover those standards with our students. Additionally, we do the same with Simple Solutions. We do Simple Solutions every day and on Friday's we take a test based on the questions they covered over the week. Although this is a paper practice and test, my teacher and I would go through and find with problems students seemed to struggle the most with and recover that standard.
Throughout the year students also took School City exams. These exams are online and are tested on the AZ College Readiness Standards. This website has been vital in our instructional planning. It shows the exact problem students got wrong, which problem the most students got wrong, what standard the question is, and so much more. Based on this information my mentor and I were able to see where our students were struggling and were able to recover those standards with our students. Additionally, we do the same with Simple Solutions. We do Simple Solutions every day and on Friday's we take a test based on the questions they covered over the week. Although this is a paper practice and test, my teacher and I would go through and find with problems students seemed to struggle the most with and recover that standard.
Instructional Strategies
3. Varies the teacher role in the instructional process (instructor, facilitator, coach, audience) to address content, teaching, goals, or needs of learners.
5. Engages all learners in developing higher order questioning skills and metacognitive processes.
9. Provides clear directions and explanations.
5. Engages all learners in developing higher order questioning skills and metacognitive processes.
9. Provides clear directions and explanations.
I try to have a lot of group discussions when we are working. I want the students to be giving me their ideas and practice their critical thinking skills. Also my mentor and I give the students plenty of opportunities to go up to the board and explain their work. For example, I have my students write up the answers to their Simple Solutions on the board. After everyone has their answer on the board, I have the students come back up and explain to the entire class what they did.
Also when I started full takeover I started writing directions on the board. I noticed a lot of my students would come up to me and ask me multiple times what the directions were. This got frustrating so I figured they would benefit from having directions in front of them at all times. Once I started putting the directions on the board students would come to me less and less, because they had a reference point as what to do. I also write down questions that they may be answering for lessons or closing activities. This way the students aren't expected to just remember the questions, but they have a place to reference them.
Also when I started full takeover I started writing directions on the board. I noticed a lot of my students would come up to me and ask me multiple times what the directions were. This got frustrating so I figured they would benefit from having directions in front of them at all times. Once I started putting the directions on the board students would come to me less and less, because they had a reference point as what to do. I also write down questions that they may be answering for lessons or closing activities. This way the students aren't expected to just remember the questions, but they have a place to reference them.