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
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’
social, emotional, and backgrounds.
academic readiness,
physical development to
language proficiency,
meet their individual
cultural background,
needs.
and individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias and Examines potential stereotyping, and analysis of bias,
instruction.
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures. 4/20/22
culturally responsive 5/4/21
pedagogy in planning. 11/7/21
9/22/20

Understanding student’s I try to use many different At the beginning of the

background knowledge strategies and types of school year I give
and development of skills assignments for students students an index card for
in important in lesson in order to reach all them to list information
planning and I often start learning styles. Where about their hobbies,
a unit with a KWL chart to appropriate I offer favorite food, types of
investigate prior choiceboards where activities they like to do
knowledge. While students can show their so that I can include and
teaching I am aware of understanding through personalize class
student’s social and many different types of questions in topics as we
emotional state so tailor media or written work proceed through the year.
my language to deliver the thus allowing their By looking at student
content appropriately for learning needs and styles cumulative files I can get
the age group. For a unit to be accommodated. information about
today introducing the cell 5/4/21 student strengths,
theory I made sure my list weaknesses and needs.
of relevant scientists Considering events of the I am purposeful in my
include as many women as past year culturally and choices of scientists that
I could find. racially I have been more students learn about and
9/22/20 conscious of the material I incorporate
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
A student today
commented on how
scientists are often not
recognized for their
contribution to science
understanding until much
later in their lives – this is
encouraging as can help
students understand the
biases in science and
society.
9/22/20
Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to students
lesson to students based development with clear learning goals for
on content standards and students in single lessons content that are
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging,
articulating goals for
9/22/20 and differentiated to
student learning
address students’ diverse
learning needs.
5/4/21
11/7/21
present and discuss in
class. During a research
project that students
carried out on biologists I
took care to include
minority representation
from several countries as
well as an equal
distribution of women.
5/4/21
I continue to work on
differentiating instruction
within classes and find
that if work is well
designed then it lends
itself to varying levels of
student achievement. I
offer additional
assignments that students
can take advantage of if
they are particularly
interested in a topic.
11/7/21
Establishes and
articulates learning goals
to students that integrate
content standards with
students’ strengths,
interests, and learning
needs.
4/20/22
under-represented
ethnicities and
backgrounds to
encourage and address
the misrepresentation of
the past. In a digital
literacy class that I am
teaching we discuss how
students ned to be
cognizant of information
presented to them online
and to interpret
information with a critical
eye with relation to bias
and stereotyping.
4/20/22
Establishes and
articulates
comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
At the beginning and end
of each lesson I share with
the students what they
will be learning about in
class and how it connects
to past content and future
studies in high school.
Students are encouraged
to talk about the topic in
order to develop their
comfort levels with the
terminology and subject
matter.
9/22/20
Uses available curriculum Begins to plan curriculum
for daily, short- and units that include a series
4.3 Developing and
long-term plans. of connected lessons and
sequencing
are linked to long-term
long-term and
planning to support
short-term
student learning.
instructional plans
9/22/20
to support student
learning
Following working on this
in my ILP and POP cycle I
feel that I am improving in
communicating learning
goals to students. I am
increasing the frequency
of differentiated work and
offering students who
need the extra challenge
the opportunity to
complete some more
difficult types problems or
applications of the
concept we are working
on.
5/4/21
I continue to try to
integrate learning goals
into the beginning of each
lesson as students seem to
find a reassuring comfort
in knowing what they are
working their way
towards. I can become
more disciplined with this
and make sure I do this
every lesson so students
are fully aware of our joint
goals.
11/7/21
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning.
5/4/21
I continue to work on
providing students with
an agenda of the work
and its purpose that we
will address in each
lesson. At the beginning
of our chemistry units I
provided students with a
list of learning goals for
the unit that they added
notes to and we shall
complete this at the mid
point and end of the unit
so they can track their
progress to the goals.
4/20/22
Refines sequence of Utilizes extensive
long-term plans to reflect knowledge of curriculum,
integrations of curriculum content standards, and
guidelines, frameworks, assess learning needs to
and assessed design cohesive and
instructional needs to comprehensive long- and
ensure student learning. short-term instructional
11/7/21 plans that ensure high
4/20/20 levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
My finer detail planning at
the moment is unit to unit.
I know the content I need
to cover to align with the
standards and try to
develop a series of lessons
that provide many
different learning
strategies and ways of
showing understanding.
9/22/20
I feel that I am much more
conscious of the whole
curriculum and how
connections can be made
in order to knit it together
into a cohesive year of
science. This makes
lesson planning more
effective as I know the
path I want the students
to take in their foray into
each topic area. After
having experienced
students responses to
certain concepts and
being aware of their
misconceptions I am able
to plan and incorporate
academic language
supports into my lessons.
5/4/21
I am more flexible at
changing the sequence of
lessons including
inserting enrichment
activities for particular
concepts in order to
support student learning.
I am experimenting this
year with changing the
order in which I present
physics concepts to offer a
smooth transition from
one concept to another
with stronger connections
between different topics.
11/7/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for
incorporates strategies single lessons or sequence
suggested by curriculum of lessons that respond to
guidelines. students’ diverse learning
needs.
4.4 Planning 9/22/20
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and Seeks to learn about
the learning needs of language needs through students’ diverse learning
all students data provided by the site and language needs
and district. beyond basic data.
9/22/20
I vary the type of
instruction I give from
lesson to lesson in order to
try different approaches
and see what students
respond best to.
Successful approaches I
will reuse with
adjustments for other
content.
9/22/20
When reviewing student
produced content I look
for understanding and
successful avenues for
them to express
themselves. I find that
audio-visual activities are
a popular and worthy way
for students to share what
they know.
9/22/20
Incorporates Plans instruction using a
differentiated wide range of strategies to
instructional strategies address learning styles
into ongoing planning that and meet students’
addresses culturally assessed language and
responsive pedagogy, learning needs. Provides
students’ diverse appropriate support and
language, and learning challenges for students.
needs and styles.
Integrates results from a
Uses assessments of broad range of
students’ learning and assessments into planning
language needs to inform to meet students’ diverse
planning differentiated learning and language
instruction. needs.
5/4/21 11/7/21
Differentiated strategies I incorporate a wide range
are incorporated into of activities and
planning my lessons as I experimentation into my
consider the learning lessons to provide
styles of my students. hands-on opportunities
Discussing students’ for students of all levels.
background knowledge Carrying out
before teaching a topic or demonstrations and
having the complete the K experiments makes the
portion of a KWL chart content more accessible
helps me to assess their for all including EL
needs. learners.
I can use assessment data I have used different types
to address areas of of assessments in order to
misunderstanding in both summative and
order to reteach or formative look at
approach the content in students' achievement of
another more accessible mastery of content.
manner. Online games where
5/4/21 students are competing
against themselves are a
fun and low stress way to
gain an insight into
understanding.
Traditional pen and pencil
exercises along with
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
4/20/22
As I become more
experienced at being able
to distinguish students
strengths I am able to
incorporate more
activities that students
connect with. FOr
instance in chemistry I
have introduced several
hands-on building and
modeling activities in
order to strengthen
understanding of atoms
and molecular structure.
For summative
assessments I have
utilized choice boards
that allow students to
showcase their
knowledge in a variety of
ways - a most successful
one that several students
enjoyed was a podcast /
interview with an expert
about the topic of waves.
4/20/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
digital media are used to
monitor student
understanding.
11/7/21
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials based on in depth
instructional plans needs. responsive pedagogy and as the instructional needs analysis of individual
and curricular additional materials to arises to support student student needs.
materials to meet support students’ diverse learning
the assessed learning needs. 11/7/21. Engages with students to
learning needs of all 9/22/20 4/20/22 identify types of
students. 5/4/21 adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Using data from
assessment, with formal
or informal helps me to
direct my instruction.
Listening to student
discussions and asking
probing questions is an
informal way of increasing
student understanding.
Short exit slips are a way
to check that students
have assimilated the main
points of the day’s topic.
9/22/20
I am developing my skills
to assess students
comprehension as we
move through lessons and
adapt my lesson plan
accordingly. If students
are struggling I am more
likely, this year, to
reinforce the concept we
covered before diving into
more detail. I will then
reconsider the content for
the next lesson in order to
ensure that the students
are comfortable with the
subject matter before
moving on.
5/4/21
As I enter my third year of
teaching I own a plethora
of resources and
materials for use with
students. I am able to
modify and reuse those
that worked well and
were successful in
delivery of content. I am
more flexible with lesson
delivery and have taken to
providing bits and bobs
days where as a class we
do not cover new content
but simply focus on those
areas where a refocusing
exercise would be helpful
and to allow extra
practice on some of the
more challenging
concepts.
11/7/21