Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
As a teacher, planning out instruction for students is an essential skill. In order to do so, teachers must demonstrate a knowledge of the content, how to link it to other content, how to teach the content, and how to ensure that the instruction is differentiated to meet the needs of each student. At the same time, you must be flexible enough in your planning to follow the direction the students need the lesson to go in order to grasp the concepts.
Throughout my Early ACCESS placement, I focused on how to plan for instruction with students with a variety of needs. I was able to focus on these children in a one-on-one format which allowed me to develop a deep understanding of their interests, needs, and how to best assess that development to further refine my teaching. This is evident in my first two artifacts. These two lesson plans for students I worked with in Early ACCESS provide student profiles as well as background on their needs and services to justify the activities I planned and the goals I selected for them.
In a similar manner, my Reading Across the Curriculum site, demonstrates an ability to combine literacy and science standards as well as goals geared toward developing 21st century skills. Then, the site also provides examples of challenges in the lessons as well as my instructional planning to overcome this challenge. Through this and other intervention placements, I have developed the ability to analyze deficits, strengths, and interests and to incorporate what I learned into the planning behind my instruction.
Throughout my Early ACCESS placement, I focused on how to plan for instruction with students with a variety of needs. I was able to focus on these children in a one-on-one format which allowed me to develop a deep understanding of their interests, needs, and how to best assess that development to further refine my teaching. This is evident in my first two artifacts. These two lesson plans for students I worked with in Early ACCESS provide student profiles as well as background on their needs and services to justify the activities I planned and the goals I selected for them.
In a similar manner, my Reading Across the Curriculum site, demonstrates an ability to combine literacy and science standards as well as goals geared toward developing 21st century skills. Then, the site also provides examples of challenges in the lessons as well as my instructional planning to overcome this challenge. Through this and other intervention placements, I have developed the ability to analyze deficits, strengths, and interests and to incorporate what I learned into the planning behind my instruction.