Professional Teaching Standard #2

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

2a.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;

Before beginning a unit on illegal immigration, I had led a discussion in which students talked about discrimination, a possible cause for illegal immigration problems.  Students analyzed the effects of discrimination of all kinds and how it affects them and the community on a daily basis.

2b.Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity;

In my classroom, I use a variety of activities in order to keep students of all levels interested.  By using these different tactics, students with different interests, maturity levels, and abilities are able to participate and find at least some success in the classroom.

2c.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 different level Spanish classes, students have different abilities in regard to preparing themselves for assessment.  In my Spanish 1 classes, I have learned that due in part to their unfamiliarity with the language and its study, students must be led through the study process by using extensive study guides and guided review.  However, with upper elvels I have discovered that through the rpactice of studying for languages, it was easier for them to study on their own for formal assessments.

2d.Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly;

For my illegal immigration unit, I had students write a paper espousing their views on illegal immigration.  Although many of the students wrote papers that were in direct contradiction with my own, I tried my best to remain impartial by following the rubric which I had issued without grading based on my own opinions.

2e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education;

In my Spanish one class, I had a number of special education students.  While designing lessons and assessments for the class as a whole, I had to design different goals and guidelines for these students while still holding them to a high standard.

2f. 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 lessons for student teaching to be dynamic and ever changing in order to facilitate different interests.  When students are struggling in a certain area of the language (e.g., speaking, writing, reading, etc.), I would change my approach and focus on different aspects, while still including the many aspects of language in a lesson.

2g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students;

When grading different sorts of assessment, I often use different grading scales for students based on IEPs and other circumstances. On the first test of the year for Spanish 1 students, I saw that many of them were not grasping the material.  In response to this, I reviewed again with students and offered a retest, on which students did marginally better.

2h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives;

While creating my unit on illegal immigration, I purposely allowed for more time for each section of the unit than would most likely be necessary.  In this way, I was able to “plan” for the unknown disruptions that occurred during the school year.  With the extra days I had built in, we were able to finish the unit ahead of schedule and move on to other activities faster than I had planned.

2i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, and digital); and

In my everyday classes during student teaching, I tried to include as many types of literacy as possible.  Students used artistic, digital, and multimedia abilities in projects such as posters, PowerPoint presentations, and other assignments.  In addition, students also used numeric skills from math while working on their assignments involving learning the Spanish numeric system.

2j. 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.

With two special education students in my Spanish 1 class, I tried a number of different tools to help them succeed in looking up new vocabulary words.  In the end, these students were given electronic dictionaries which made it easier for them to look up words and succeed in the vocabulary portion of the class.


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