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
background, and backgrounds, and students’ diverse learning comprehensive
individual development. individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
4.1 Using knowledge on learning. potential areas of bias Planner stereotyping, and analysis of bias,
of students’ academic and seeks to learn about assumptions about stereotyping, and
readiness, language culturally responsive Examines potential cultures an members of assumptions.
proficiency, cultural pedagogy. 7/17/2020 sources of bias and cultures.
background, and Plans single lessons or stereotyping when
individual sequence of lessons using planning lessons. Uses
development to plan additional assessment culturally responsive
instruction. information on student pedagogy in planning.
academic readiness, 4/3/2021
language, cultural
background, and
individual development.

Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy. Fall 2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I activate prior
knowledge for the new
content and relate it to
the real-life examples that
the students know about.
I give the students
background knowledge
and assess whether they
have any prior knowledge
by using language that is
pertinent to the lesson
and content. 7/17/2020
Evidence: Played an index
fossil game to determine
if the students knew how
to correctly correlate
fossils to strata.
Applying Integrating Innovating
It helps to talk to the
students’ former
teachers, which is what I
do. By knowing their
background and if they
have an cultural ties, I can
take that into
consideration when
applying different
lessons. By taking into
consideration their scores
on exams and
standardized testing, I
can become aware of
areas where they may
need some extra support
for their individual
development. 4/3/2021

Fossil activity
Fossil Pictures

Prior knowledge is asked

of the students and
asking them to research
real-life examples so they
can know what’s going
on. The prior knowledge
allowed the students to
better and easily grasp
the concepts.
Fall 2020

Evidence: Fossil activity

and fossil pictures that
we did over zoom by
using a google slides
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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 7/17/2020 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 4/3/2021 to articulate and monitor
learning needs. Fall 2020 learning goals.

I post on a google slides I post the learning target I am able to help the
the learning target every on google slides, which students understand and
day, while also posting it allow me to have the facilitate learning goals
on the whiteboard so that students write down an by having them write
it is always present even say aloud to the class the them on a paper in their
if we change slides. The learning target of the day. science notebook, and
students write it all down I have a google form that how they much they
in their notebooks as well goes out at the end of the understand before the
so that they can reference week, that has the learning target and after
it and write the students rate on a scale of we have covered it. They
appropriate information 1-5 if they understand the also must tell me what
down. The learning learning target, and what content related to that
targets or essential have they learned that learning target and what
questions that I give are shows they understand it. their understanding is by
selected to provide an Fall 2020 explaining it in their own
appropriate challenge in words. This helps with
response to the needs of Evidence: articulation. 4/3/2021
the students and what Powerpoint slide with the
they have to learn from learning target attached
the standard. It also
builds upon the students’ ISTE 7A
previous lessons and Throughout this, I have
standards. students write down their
7/17/2020 learning targets and use
various tools to teach
Evidence: The them the content. They
powerpoint given to the are able to reflect on their
students for homologous, learning through
analogous, and vestigial completing a google form
structures. and rating themselves on
a scale of 1-5, while also
Powerpoint writing how they
understood the content
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and what resources they
used to do this..

Evidence: learning targets

on the powerpoint slides

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 design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student 7/17/2020 that support student needs to ensure student short-term instructional
learning learning. learning. 4/3/2021 plans that ensure high
Fall 2020 levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
My science partner and I
develop a year-long unit
list with tentative lessons
so that the content is
distributed throughout
the year on a timeline
that constantly builds on
the previous. We meet
everyday to update our
lessons for each week,
while also keeping the
timeline for the year in
mind. 7/17/2020
Applying Integrating Innovating
My science team and I My science partner and I
plan out our lessons with share a google slides,
checkpoints throughout. along with shared folders
We have information that on google drive to help
the students should learn each other with our
by a certain time within planning. We update each
the lesson, and we have other on pacing and how
goals for short term and our lessons went in order
long term of what they to keep level with each
should be accomplishing other. We set a schedule,
each step along the way. however we always alter
We meet to discuss how it based on students’
our classes have gone and performance and how
what went right and much more or less time
wrong. they need depending on
Fall 2020 their understanding.
4/3/2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
suggested by curriculum sequence of lessons that instructional strategies
guidelines. respond to students’ into ongoing planning
diverse learning needs. that addresses culturally
4.4 Planning responsive pedagogy,
instruction that students’ diverse
incorporates language, and learning
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs Uses assessments of
all students data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction.
7/17/2020
I use previous
assessments and
knowledge of the
students to assign groups
and seating
arrangements, giving
priority in the front row
to students who need it.
During the lessons, we
think-pair-share, while
also drawing images for
visuals, and use written
responses to explain. I
take either form of
learning style as a correct
answer, so the students
can answer how they
learn best. Students are
asked to also hold up a
number on some
occasions to assess how
well they understand the
concept before the lesson
so I can see who has
previous
Integrating Innovating
Plans instruction using a Plans instruction
wide range of strategies incorporating a
to address learning styles repertoire of strategies
and meet students’ specifically meet
assessed language and students’ diverse
learning needs. Provides language and learning
appropriate support and needs and styles to
challenges for students. advance learning for all.
Integrates results from a Facilitates opportunities
broad range of for students to reflect on
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
Fall 2020 needs. 4/3/2021
How I create my lessons Lessons are planned with
is based on how students consideration to every
are doing not only student in the class. They
throughout the class, but all have the opportunity
through previous to complete the
assessments and relative assignments and
knowledge based on the understand the materials
beginning of the unit. in various ways in order
Many of the instruction to help each individual
planned allows the student. The students
students a wide range of know they will be
learning styles through discussing, presenting,
creating, making a video, working with their peers,
powerpoints, essays, and showing
discussions, and understanding via C.E.R.
creativity of their own. After each lesson they
We have lexile levels and reflect on what they
partners throughout thought went well and
where students can get what did not, in order to
graded throughout and allow myself to tailor my
can work together to instruction. 4/3/2021
have support and be
challenged. C.E.R
Fall 2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Implements lessons and
uses materials from
curriculum provided.
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Emerging Exploring Applying
knowledge.7/17/2020
Evidence: An article I
used, along with a video
that explains think-pair-
share.
Think-Pair-Share article
Begins to adapt plans and Makes adjustments and
materials in single adaptations to
lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
students’ learning needs. responsive pedagogy and
7/17/2020 additional materials to
Begins to adapt plans and support students’ diverse
materials in single learning needs. 4/3/2021
lessons or sequences of
lessons to address
students’ learning needs.
Fall 2020
Integrating Innovating
Evidence: Article used
about think-pair-share
that the students read
together.
ISTE 6b: I am able to use
technology to allow the
students to use the
technology and manage
how they see the
information, how the
lexile levels change due to
their abilities, and
manage it all together by
setting specific
envrionments online,
using goguardian, and
allowing them to partner
up in breakout rooms in
order to communicate
and share their learnings
with each other.
Evidence: GoGuardian
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
For some of my students,
I print out the
powerpoints and send it
to them via email so that
they don’t have to copy
the information from the
board and miss anything.
If they aren’t
understanding a concept
quite like the rest of the
class, I allow them to use
a computer to see images
of the concept online, as
well as watch videos to
relate. I also give them
different examples of the
concept and tailor it to
something they
personally enjoy so that it
is easier to understand
for them. For the students
that also struggle with
expressing their answer,
they receive more explicit
directions on how to
format their answer to
get it across. 7/17/2020
Applying Integrating Innovating
Many students like to
learn their own ways.
Within my classroom
they have the
opportunities to
construct, create, or
understand in every way
possible. I use materials
to reflect multiple
learning modalities, as
well as adjust learning
goals based on the
students’ progress. Many
of the students use
whiteboards on a daily
basis to articulate their
understanding and keep a
log of what they do and
do not understand.
4/3/2021

EvidenceL I use this

information from the CDE
to help with different
examples and strategies
to go by when helping a
student who is struggling
to understand and
receive supplemental
materials.

CDE

We use breakout rooms

to allow the students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
access to each other for
help. Throughout the
lesson, I gauge students
understanding by asking
them directions, context
questions, and by polling
them. If I have to, I will go
back and reteach then
and there, as it is
important the students
know the information.

Fall 2020

Evidence: Good ways that

breakout rooms are
working and what it does
for students.