Instructional Design and Assessment:

Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles)

Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

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 planned two different initial brainstorming activities for my students to do before beginning research for their papers.  Both of the activities were inspired by Dornan’s best practice for the writing process. 

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

After reading The Curious Incident of the Dog in Night-Time, I wrote a reflective paper about how I would adapt my classroom if a student like Christopher were a student of mine.  The paper had obvious practical value, but I did not realize how much until discovering that I have an autistic student in my classroom for student-teaching.  The adaptations I would or would not make for Christopher now carry some true meaning. The more I am able to adapt to my students’ individual needs, the more affective of a teacher I will be.

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

After discovering a clear difference in quiz scores between my 2nd and 5th blocks, I made the decision to review for quizzes differently.  Instead of reviewing verbally in 5th block, we changed to reviewing in writing and then in groups.  5th block’s scores improved and I continued to use the different strategies for the rest of the semester. 

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

One of the research papers I graded made a claim that I personally disagree with.  However, the rubric I used to grade the paper prohibited my personal beliefs or bias to influence the grade of the paper. 

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

I taught American Literature to both honors and regular classes during student teaching.  Although the readings were the same for both plans, I was responsible for creating a difficulty difference between the two plans.  In order to do so, I supplemented honors readings with more poetry and interpretive pieces. 

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

 I designed my lesson plans to accommodate the majority of students who responded to reading the text aloud in class.  I noticed a deeper understanding of the text when comparing assessments from days with different reading strategies.   

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

After taking the Romanticism Part 1 test, which was multiple choice, I noticed that students did not perform as well as expected.  I then created a writing test for the Romanticism Part 2 test.  The scores were generally much better and I was able to get a more complete sense of student understanding from the short answer section in comparison to multiple choice.

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

Although I wanted my students to have time to type their papers at school, I felt that using the class time to practice correct MLA format and citations was a better use of time and more helpful way for students to meet the objectives for the unit. Therefore, students were assigned the typing of their paper for homework.  But, students proved they understood and had a command over format and citations in their final drafts of their research papers.   

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

Students read war diaries to supplement a unit on war literature.  Students also listened to a rap group, 4th25, made up of American soldiers in Iraq. 

Students Reading a Vietnam War Diary

Students Reading a Vietnam War Diary

War in Iraq: 4th25 Rap Video

Student Journal Responses

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

During a field placement, I read a test aloud to a student with a reading disability.


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