The document discusses how a teacher is developing their skills at using student data and connecting lessons to students' backgrounds to better engage all students in learning. The teacher has started using formal assessment data like MAP and informal data from tech platforms to provide extra support to some students. Moving forward, the teacher aims to more regularly contact parents and integrate broader connections between lessons and students' real-life experiences to ensure all students can actively engage with the curriculum.
The document discusses how a teacher is developing their skills at using student data and connecting lessons to students' backgrounds to better engage all students in learning. The teacher has started using formal assessment data like MAP and informal data from tech platforms to provide extra support to some students. Moving forward, the teacher aims to more regularly contact parents and integrate broader connections between lessons and students' real-life experiences to ensure all students can actively engage with the curriculum.
The document discusses how a teacher is developing their skills at using student data and connecting lessons to students' backgrounds to better engage all students in learning. The teacher has started using formal assessment data like MAP and informal data from tech platforms to provide extra support to some students. Moving forward, the teacher aims to more regularly contact parents and integrate broader connections between lessons and students' real-life experiences to ensure all students can actively engage with the curriculum.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive through data provided by learn about individual of formal and informal measures to make knowledge of students to the school and/or students. sources to learn about adjustments to make ongoing assessments. students and guide instruction and meet adjustments and selection of instructional individual identified accommodations in strategies to meet diverse learning needs. instruction. Using knowledge of learning needs. students to engage them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by instructional strategies lessons that include some of adjustments in strategies and choosing from a wide focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to whole. assessments. needs. that ensure equitable further their learning that access to the curriculum. are responsive to their learning needs. While I do love data and We have used MAP data the results of WIDA and and other outsourced NWEA-P, as well as data to construct IEPs for Fountas and Pinnell to a students. These students lesser extent, this is new are supported in the to me, and I don’t take full classroom through advantage of this data in additional small group the classroom yet. I attention and pullout started really work with the learning understanding the data specialist at my school. and rubrics associated with WIDA last year October, 2022 when I moved to 3rd Evidence grade, as my school did not test 2nd graders in NWEA-MAP and WIDA during the time I taught 2nd grade.
While I do consider the
data and adjust, this data is not yet driving the learning tasks the way it should. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.2 Emerging Exploring Applying Integrating Innovating Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses backgrounds, life students’ prior understanding of and their communities to extensive information experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’ represented among backgrounds, life knowledge, cultural cultural backgrounds, students. experiences, and interest backgrounds, life prior knowledge, life Connecting learning to support student experiences, and interests experiences, and to students’ prior learning. to connect to student interests. knowledge, learning. backgrounds, life experiences, and Some students connect Students participate in Students make Students are actively Students can articulate interests learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives related to their interests prior knowledge, knowledge, experiences, and society. and experiences. backgrounds, life and interests within and experiences, and across learning activities. interests. I fall just short of applying I have used a variety of here because I only use tech resources this family contacts for a small semester, including number of kids who have Splash Learn and Kiddle. known challenges. It’s a Students have increased slight copout with independence and translation software but engagement from given that only about a perusing their inquires quarter of the families I and wonders. have worked with over the years have an English- October 24, 2022 speaking parent. Also, the Evidence parents will almost always defer to the Chinese homeroom teacher, certainly a challenge of the cultural context.
The next step is to make
regular contact with parents for more students. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.3 Emerging Exploring Applying Integrating Innovating Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in during instruction as real-life connections to from subject matter to meaningful, real-life actively making identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant, lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life lessons to support specific to students’ and is responsive during contexts throughout understanding. family and community. instruction to engage subject matter Connecting subject students in relating to instruction. matter to subject matter. meaningful, real-life contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter provided in single lessons develop understandings life connections to subject into their own thinking or sequence of lessons to of subject matter. matter to extend their and make relevant support understanding of understanding. applications of subject subject matter. matter during learning activities. We will do this by Students have been celebrating various making three connections Chinese holidays while in ELA reading – text to connecting it to the text, text to self, text to curriculum and other world, in their interactive celebrations around the ELA notebooks. They world. In addition, when must note this from their we study various form of choice books. nonfiction as part of coving Common Core RL November 16, 2022 3.2, which as I teach it, connects similar morals Evidence from a variety of cultures, including Chinese. During this process, students will make text to self- connections.
We also connect STEM
lessons about the environment to students lives and family experience. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.4 Emerging Exploring Applying Integrating Innovating Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet lessons or sequence of technologies during instruction designed to students’ diverse learning Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs. instructional diverse learning needs. meet students’ diverse learning needs. strategies, resources, learning needs. and technologies to meet students’ Some students participate Students participate in Students participate in Students actively engage Students take diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies, technologies provided. related to their interests technologies matched to targeted strategies, resources, and and experiences. their learning needs. resources, and technologies that technologies to meet their successfully advance their individual students learning. needs. I worked a lot with our Our students have been school’s instructional using Chromebooks to coach last year and this research throughout the was helpful for my first semester. To insure a classroom management safe online environment, and general demeanor as we have monitored and a teacher. I feel like I guided students using Go chunking learning Guardian, and used safe experiences and building search engines such as up an overall unit was key Kiddle. in this growth. October, 2022 Evidence I lack in this area in the technology side. I have just begun to explore IXL and EPIC resources. I use Seesaw but don’t take full advantage, and I have so much other software to learn. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.5 Emerging Exploring Applying Integrating Innovating Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking require students to recall, posing/solving problems, developing questions, by designing structured interpret, and think and reflection on issues in posing problems and inquiries into complex critically. content. reflecting on multiple problems. Promoting critical perspectives. thinking though inquiry, problem Some students respond to Students respond to Students respond to Students pose problems Students pose and solving, and questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of reflection and comprehension. designed to promote posed by the teacher and of their own to support complex questions and comprehension and begin to pose and solve inquiries into content. problems, reflect, and critical thinking in single problems of their own communicate lessons or a sequence of related to the content. understandings based on lessons. in depth analysis of content learning. I fall short of applying Students used wonder to because I don’t feel I give create their own guided my students enough research projects in social opportunity to pose and studies by formulating a solve challenges on their wonder based on text and own. RL 3.1 about asking photos and then and answering questions researching those is a difficult standard for questions and presenting me to teach! I’m meeting their findings. with my instructional coach about it this week. November, 2022
Evidence I feel confident in my
ability to pose these questions myself and guide student’s thinking with further inquiry, this process can improve by being more student centered. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.6 Emerging Exploring Applying Integrating Innovating Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to following curriculum instruction and learning adjustments to instruction based on the extend learning guidelines. activities to support instruction based on ongoing monitoring of opportunities and student understanding. observation of student individual student needs provide assistance to engagement and regular for assistance, support, or students in mastering the Monitoring student checks for understanding. challenge. concepts flexibly and learning and effectively. adjusting instruction while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their individual assistance assistance individually or participate and stay articulate their level of progress in learning and during instruction. in small groups during engaged in learning understanding and use provide information to instruction. activities. teacher guidance to meet teacher that informs their needs during adjustments in instruction. instruction. While I use small groups Students have shown and review specific increased engagement targets within them, I lack due more freedom in the organizational skills designing their research to truly target it, so topics and presentation students are getting just methods. what they need, and nothing they don’t. While October, 2022 I address the needs that I see with targeted skill practice, this is done as more of a one-size fits all Evidence practice and may not reach the high- and low- level kids. For example, is most of the students are leaving suffixes off words when reading, they will typically all receive a small group on it.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms