Standard Three | Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Artifacts
Unit Plan | Spring 2012 | |
File Size: | 915 kb |
File Type: |
Artifact Description
For this artifact, I collaborated with two other pre-service teachers in my course, Curriculum and Instruction 402: Teaching Diverse Middle Grade Students in the Semester of Spring 2012 to come up with a 14-day unit plan on Introduction to Functions for an Algebra I course. The purpose of the Unit Plan was to allow pre-service teachers in considering the dynamics of the classroom while lesson planning and catering to the needs of each student. In developing the Unit Plan, we were presented the scenario of a classroom of 24 students comprising of 40% low socioeconomic status, 2 English Language Learners, and many students who did not have much motivation to get high grades. Taking into the account the classroom dynamics and diverse classroom setting, we designed three full lesson plans and 11 mini-lessons that integrated technology, problem-based instruction strategies, and in-class activities to cater the needs of each student.
To read my reflection about this artifact please click here
For this artifact, I collaborated with two other pre-service teachers in my course, Curriculum and Instruction 402: Teaching Diverse Middle Grade Students in the Semester of Spring 2012 to come up with a 14-day unit plan on Introduction to Functions for an Algebra I course. The purpose of the Unit Plan was to allow pre-service teachers in considering the dynamics of the classroom while lesson planning and catering to the needs of each student. In developing the Unit Plan, we were presented the scenario of a classroom of 24 students comprising of 40% low socioeconomic status, 2 English Language Learners, and many students who did not have much motivation to get high grades. Taking into the account the classroom dynamics and diverse classroom setting, we designed three full lesson plans and 11 mini-lessons that integrated technology, problem-based instruction strategies, and in-class activities to cater the needs of each student.
To read my reflection about this artifact please click here
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Artifact Description
This artifact is a self-assesment rubric I used for Honors Algebra I and Algebra I students during student teaching at Rantoul Township High School, after we covered exponent rules. I adopted this rubric from a second year teacher who used this rubric on factoring. I had students pick a certain number of exponent problems from a worksheet. Afterwards, students received immediate feedback as we discussed about the correct answers in class. They then had to grade themselves based on whether or not they had the right answer and showed the correct steps. The self-assessment required students to grade themselves on how they think they performed. Although they graded themselves, I did not record that grade, but gave students full participation points if they completed the self-assessment. By doing so, this gave students a space to be honest with themselves without worrying about the actual letter grade.
To read about my reflection about this artifact please click here
This artifact is a self-assesment rubric I used for Honors Algebra I and Algebra I students during student teaching at Rantoul Township High School, after we covered exponent rules. I adopted this rubric from a second year teacher who used this rubric on factoring. I had students pick a certain number of exponent problems from a worksheet. Afterwards, students received immediate feedback as we discussed about the correct answers in class. They then had to grade themselves based on whether or not they had the right answer and showed the correct steps. The self-assessment required students to grade themselves on how they think they performed. Although they graded themselves, I did not record that grade, but gave students full participation points if they completed the self-assessment. By doing so, this gave students a space to be honest with themselves without worrying about the actual letter grade.
To read about my reflection about this artifact please click here