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 have taken developmental psychology and learned about the physical, cognitive, and emotional growth of humans. I was the instructor of two lower level learning classes which required me to learn how to instruct students with a wide range of developmental capabilities.

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.

Please see the attached documents for further explanation.  



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.

In my classroom there were a variety of assessments used. Examples of informal assessments would be participation and drawings. Formal assessment examples would be tests and quizzes.

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

I have had many students with a variety of backgrounds in my classes and have learned that I need to incorporate material that they can relate to in my lesson plans in order for it to be effective.

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

Please see the attached documents for further explanation. 



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.

After a test that students did not succeed on I re-copied the test and allowed students to re-do questions that they got wrong for half credit. This was an individual activity but they were allowed to use there notes to re-look at the information.

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

In the basic government classes that I taught I was able to adjust my assessments to fit my students learning levels.

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

During Student teaching, I learned how to manage my time to be most effective for my students.

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

During our education class on reading and literacy (373) we learned the importance of using literacy in every subject that we teach. I always try to incorporate an aspect of literacy into my unit plans.

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 have used accommodations such as have test read out loud for students and allowing students to use music to focus on material. I was given a lot of opportunity to learn about accommodations available during my basic government classes.


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