Standard 2

Standard 2:

 

Instructional Design and Assessment-

Facilitation of learning and achievement of all students

 

 

Sub-Standards of Standard 2

Explanation of when/where/how I met the appropriate level of mastery

a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities.

I try to always apply Bloom’s Taxonomy when making questions for discussion or on a test. Also, each lesson I designed throughout student teaching was specifically constructed with my students in mind and how they would learn best.

b. Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity.

This is explained in a separate attachment

2b narrative

Sir Gawain lesson plan artifact

c. Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative assessments to evaluate learning and ensure the academic achievement of all students.

I used a variety of assessments to ensure academic success. I used quizzes, essays, color metaphor activity, creative writing, group projects, tin foil statues, and advertisement drawings. Each day we also had informal assessments such as discussions questions and general questions

d. Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly.

In my Michigan History class we learned about the Underground Railroad. There were a lot of racist remarks I over heard during my instruction. Afterwards, I wrote on my lesson plan under the reflection section to talk about civil rights more before this lesson next time I teach.

e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education.

I team-taught a class during my student teaching with a special education teacher who helped me change my instruction methods in order to reach the accommodations of the Special Ed students

f. Design and implement instruction based on Michigan Curriculum Framework using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data.

The Frankenstein Unit was entirely developed according to the MCF which brought in many diverse assessment such as creative writing, essay writing, art project, vocabulary, group discussion, and critical thinking.  

g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students.

This is explained in a separate attachment

2g narrative 

statehood power point artifact

h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives.

One of my Eng. Classes got behind due to the PSAT testing. I had to re-organize my lesson planning to catch them up while still meeting my goals and objectives

i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, digital).

I used different articles in my History classes where they had to interpret maps, text, and graphs.

j. Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs.

I made a separate essay title for students in my special ed team taught class. We noticed that after their first essay they needed a more straight forward approach instead of an open ended question to write about.

 

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